Scripted and unscripted aspects of creative work with knowledge

Advances in scripting theory and advances in support for student-driven knowledge construction call for a reconsideration of long-standing issues of guidance, control, and agency. This symposium undertakes a fresh analysis based on the relations between two widely adopted approaches that may be poles apart but arguably viewed as variations within a common applied epistemological framework. The two approaches are scripted collaboration and Knowledge Building. Rather than focusing on similarities and differences, the symposium will address deeper problems such as reconciling external supports of all kinds with the self-organizing character of knowledge construction and integrating such supports into classrooms viewed as knowledge-creating communities. The centerpiece of the symposium is a panel discussion that includes experts who provide different theoretical viewpoints. In its synthesis the symposium will capture and make sense of what is strongest in the two approaches and provide a broad conceptual basis for next-generation initiatives

Teachers’ adaptations and rationales as they relate to openness of task and student motivation

Prior research has investigated teacher adaptations and rationales as they relate to literacy instruction. This research hinted at a relationship between instructional adaptations and open tasks, notably that open tasks seemed to produce more adaptations than closed tasks. Further, research in the motivation field has determined that high-challenge tasks, which are similar to open tasks, produce higher student motivation than low-challenge tasks. Based on the prior research, this study was constructed to examine the connections between teacher adaptations and rationales, task openness, and student motivation. Would open tasks allow for more and higher quality adaptations and rationales? Further, would open tasks produce higher student motivation than closed tasks? Four second-grade teachers were selected for the study, from two types of classrooms, scripted and unscripted, in which it was assumed the tasks found in the classrooms would be different. Five average-level student participants were selected in each classroom. The unscripted teachers received an intervention to ensure that their tasks included open task features, whereas the scripted teachers received no intervention. I observed each teacher for five days during their literacy block to identify potential adaptations and collect tasks. I conducted post-lesson interviews of the teachers to determine adaptations, their rationales for adapting, and the perceived motivation of participating students. I conducted post-lesson interviews of selected student participants about their motivation while completing tasks. Confirmed adaptations and their rationales and the thoughtfulness of each were coded and rated according to prior established criteria. I rated the openness of tasks with a rubric. Modified motivation data was collected and subsequently analyzed according to Turner's (1995) codes. The unscripted teachers produced made more and higher quality teacher adaptations and required more open tasks than their scripted colleagues. However, the student motivation results were ambiguous and neither set of students could be determined to be "more motivated." Implications for practice, policy and future research are discussed

System and Culture in Format Adaptation

This article explores strengths and weaknesses of common methods and frameworks in studying format adaptation, primarily in television series, but with some findings applicable for television entertainment formats as well. The article problematises how work on transnational remakes of television series as well as studies of format adaptation in general predominately focuses on either using text-based readings of cultural similarities and differences or explanations rooted in the media system such as, for example, a new channel’s profile or norms and traditions in the programming interface of a particular channel or country. The article examines the dominant literature and theories on the subject, illustrating that there is an ongoing debate among researchers as to which framework is more powerful and precise in accounting for format adaptation. It becomes apparent that studies favouring the one approach greatly over the other are often comparing apples and oranges. Finally, the article aims to show how existing research most often compares original and remake in their final forms, overlooking the creation process, the dilemmas of the creatives behind the transformations, and the effect their preconceptions have on the finished results

Trialing alternative listening assessment tasks : interactions between text authenticity, item focus and item presentation condition

Purpose: The current study applies an innovative approach to the assessment of second language listening comprehension skills. This is an important focus in need of innovation because scores generated through language assessment tasks should reflect variation in the target skill and the literature broadly suggests that conventional methods of assessing listening may fall short of achieving this principle (Field [2019]. Rethinking the Second Language Listening Test from Theory to Practice. Equinox). Design: The study investigated interactions between different methods of presenting listening comprehension questions, the focus of the comprehension questions and the relative authenticity of the sound file in an English-medium university entrance listening test. In a balanced design, 61 participants completed a listening test featuring both scripted and unscripted sound files by answering explicit and implicit information comprehension questions under five counterbalanced question preview and presentation conditions. Test scores were analysed using ANOVA and examined for interactions. Findings: The results revealed interesting relationships between text authenticity and item focus whereby item responses were most frequently correct overall on the explicit items on scripted tasks. However, the reverse was observed on the implicit items, which were more frequently correct on the unscripted tasks. Value: The research findings have important implications for construct definition and highlight possible directions for the development of pedagogical listening tasks and assessments for English-medium academic study.Publisher PDFPeer reviewe

Chapter 37 Improv, Stand-Up, and Comedy

The idea of improvisation, broadly defined, has been integral to our imagination of the medieval musical past. It can be related to many elements of production: to the act of un-notated creation; to the manipulation and amplification of notated materials; to our observance of rigid rules and formulae; or to spontaneous freedom. Likely a product of the Carolingian Renaissance, this is the first medieval music treatise to address an aspect of chant performance that does not only relate to a memorized repertoire, but includes an unwritten practice of extemporizing an accompanying voice to a pre-given melody. The art of “coloration” or the ornamentation of a line, whether polyphonic or monophonic, had been an integral part of extemporization since at least the time of the Ad organum faciendum treatises. When planning author's ontological inquiries, the author's would do well to remember the possible existence of creativity that is not inspired, or ephemerality that is not performer- or expression-centered

The Implementation of Unscripted Role play in Teaching Speaking Of Narrative Text To The Eleventh Graders of SMA Negeri 17 Surabaya

Abstrak Mengajar bahasa inggris untuk murid-murid terutama untun sekolah menengah atas seharusnya dibuat menyenangkan agar membuat mereka mudah mengingat kosa kata baru yang telah mereka pelajari. . Sehingga para pengajar harus menggunakan teknik yang tepat untuk mengajar sekolah menengah atas. Permasalahannya adalah, peneliti menemukan bahwa di sekolah ini terutama di kelas sebelas, pengajar terlihat mendominasi situasi kelas. Dominasi seluruh aktivitas ruang kelas seharusnya di minimalisir saat partisipasinmurid di ruang kelas harus ditingkatkan. Dalam pengajaran berbicara, murid-murid diharapkan dapat banyak bicara dan lebih berpartisipasi. Berdasarkan permasalahannya, peneliti menggunakan teknik bermain peran. Penelitian ini bertujuan untuk menjelaskan implementasi teknik bermain peran tanpa naskah dalam pengajaran teks berbicara naratif untuk kelas sebelas. Selain mengimplementasi bermain peran tanpa naskah, peneliti juga menjelaskan penampilan berbicara murid-murid. Penelitian ini merupakan deskriptif kualitatif. Subyek penelitian ini adalah 31 siswa di kelas XI IPS 2 di SMA Negeri 17 Surabaya. Observasi dengan checklist dan penampilan berbicara murid-murid adalah instrument penelitian yang digunakan untuk mengumpulkan data. Hasil dari penelitian ini menunjukan bahwa bermain peran tanpa naskah dalam proses belajar mengajar yaitu mudah diterapkan dan membuat murid-murid menjadi lebih aktif dalam kelas berbicara. Kesimpulan dari penelitian ini bahwa bermain peran tanpa naskah dapat digunakan dalam proses belajar mengajar untuk mengajar teks berbicara naratif untuk kelas sebelas. Peneliti menyarankan bahwa guru dan peneliti lain menggunakan teknik ini untuk mengajar berbicara kelas sebalas. Kata Kunci: Speaking, Roleplay technique, Narrative text   Abstract Teaching speaking should be made enjoyable for the students, especially for senior high school to make them easy to remember the new words they have just learned. So the teachers have to use the right technique teach senior high school. The problem is, the researcher found that in this school especially on eleventh graders, the teacher seems to dominate the classroom situation. The domination over the classroom activities should be minimized while the students’ participation in the classroom should be improved. In teaching speaking, the students are expected to be able to communicative and more participate. Based on the problem, the researcher used roleplay technique. This research is aimed to describe the implementation of Unscripted Roleplay technique in teaching speaking narrative text to the eleventh graders. Besides the implementation of unscripted roleplay, the researcher also describes the students’ speaking performance. This research is a descriptive qualitative research. The subjects of this research are 31 students in XI IPS 2 of SMA Negeri 17 Surabaya. Observation checklist and students’ speaking performance results are research instruments used to gain the data. The result showed that unscripted roleplay in the teaching – learning process was easily implemented and made the students become more active in speaking class.  It could be concluded that unscripted roleplay could be used in the teaching learning process to teach speaking narrative text for the eleventh graders. The researcher suggested that other teachers or researchers use this technique to teach speaking to the eleventh graders. Keywords: Speaking, Roleplay Technique, Narrative Text       &nbsp

THE EFFECT OF ROLE PLAY FOR ENGLISH STUDENTS SPEAKING IN JUNIOR HIGH SCHOOL OF SMP MUHAMMADIYAH 11 SUKODADI

Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations.  Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. The purpose of this study is to find out the significant effect on students fluency in speaking skills taught by using Role Play for students in Junior High School. The researcher used an experimental design in which there are two classes; one of the experiment group and the control group that each has 20 students. The data is collected through quantitative methods. The quantitative data is obtained from the result of the pre-test and post-test students speaking skills. Before implement Role Play, students had to take pre-test to identify their speaking ability. One group practice a dialogue in pair use Role Play strategy about greeting, leave taking, thanking and apologizing expressions. Other group was asked to practice a dialogue used drilling strategy. Both groups were tested for their oral production and competence. After the presentation, the post-test was used to find out whether there was a significant effect using Role Play in speaking ability. The implementation of Role Play and Drilling showed that students who are though used Role Play in teaching speaking can improve their speaking skill especially in fluency

The Performance Cult of The Room: Embodied Audiencing and Movie Riffing as Shared Sense-making

This ethnographic study explores everyday cultural performance and embodied audiencing practices at a performance-centered midnight screening of the 2003 cult film The Room. Prior to attending and co-performing the film’s group audiencing ritual, the author explores fan appropriation of the previously obscure film and fan-generated and circulated performance scripts. Drawing on thick description and bodily knowledge gained from attending and performing The Room’s audiencing ritual, the author explores how the ritual’s scripts are embraced, embellished, and deviated from while critiquing problematic aspects of the ritual. Within these intersections, the author discusses ways in which cultural performance and embodied audiencing practices can teach us about the ways in which audiences interact with and make sense of mediated texts