Creating a Digital Demonstration Text - Assignment Example

Running head: Digital demonstration text Student’s name Institution Course Professor Date Discussion on Reality TV video "Literature is, first of all, to be experienced, to be enjoyed, to be appreciated, to be loved. Each reader, in the process of experiencing a literary work, both brings meaning to and takes meaning from that work" (Vandergrift, 1995). Texts therefore ought to be selected considering learners’ needs, cultural background, interests and language level. It makes sense then to introduce learners to digital textual creations using this video. Learners are exposed to reality TV in their environments and therefore are most likely to enjoy, appreciate and love this activity as a literary form which makes a good entry point into digital textual creation. This reality TV video is an entry window into building the learners abilities in digital textual creation. After watching the video, learners share roles in the script and act it out in their own way while taking cues and ideas from the video so as to be able to picture the concept of a reality. They can choose to re-enact the events described by Robert in the video or re-do the video scenes as they perceive it while relating it to their daily environments. This will come in handy when they get to do their own digital textual creations. As a result, learners are able to visualize the development of language over time through variations in the text of the script. Utilization of actual lines from the play ‘Romeo and Juliet’ in the video helps learners to engage personally with the text through recognizing, reflecting on, interpreting and explaining the connections between their own experiences and the world depicted in the video which fulfills syllabus outcome EN4-1A. It also ensures authenticity of the lesson. Learners can then outline the character traits of respective actors in the play and utilize the same when creating their reality TV shows. Learners are tasked with making use of adjectives picked out from watching the video. This involves use of a diary entry of characters in the video to bring out nature and character of both the visual and described characters in the video. This could involve detailing imagined lifestyles of characters in the video. This diary entry forms the basis for scripts that learners will utilize to create digital texts. Learners are therefore made to think imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts thus fulfilling syllabus outcome EN4-5C on engaging personally with texts. By allowing learners to watch and re-enact the video, they are able to be authentic when they get to do their own individual scripts and reality TV shows. Learners in groups will then discuss and write an exposition between characters highlighting similarities and differences between two main characters in the video. This promotes substantive conversation. This equally helps in fulfilling syllabus outcome EN4-5C on understanding and applying language forms and features, more specifically, the use of imaginative texts as models to replicate or subvert textual conventions to create new texts. The teacher should facilitate discussions and guide learners so as to identify uptake of learners. Teacher can identify different learners’ abilities and ensure there is social support for student achievements. Learners are then tasked with the actual creation of digital texts of their choice. This allows for flexibility as learners are able to explore different avenues regarding textual and mode of creation choices. Learners can therefore make use of various platforms available for textual creations related to reality TV. These tasks are quite demanding and therefore students are edged towards deep thinking and promotion of deep knowledge as it requires them to handle complex tasks. Learners will also make use of adjectives and quotes found in script and utilize the same for characterization. These include lines such as spoken by Friar Third Eye in the video, “My advice is that you learn to be patient, Romeo. You are young, inexperienced, hasty and impatient. You recently fell in love and asked me to arrange a marriage to Juliana in record time”, among others. Use of fictitious names help to reinforce the fact that reality TV is not as real as it sounds but re-enactments of real life situations. Fake names highlight the fact that this is a character and not a real person as well as contributing to building the character of an actor and blends them into a story line. According to information from WGA website, WGA, West, (2013), reality television is a type of storytelling and not necessarily scripted form of drama or comedy. Personal interactions and responses in diverse cultural dispensations involved are real and immediate. Most reality television shows exhibit determination, focus and buoyancy, following set goals and handling defeat which is similar to age-old storytelling. Scripting of reality TV videos takes two major approaches including usage of a transcript from an already played out part where it is then edited to get the desired outcome of the TV program. Another approach involves writing on set where a producer tells the subjects what to do to get a specific story or theme across but act it out in their unique ways. However, sometimes there is a need for scripted lines (WGA, West, 2013). It would be a fallacy to imagine reality TV as completely unscripted. Actors therefore make use of a scripted format and act out a character according to their perception while making use of scripted lines as guidelines. In as much as there is no scripted dialogue, there are formats created as a storytelling guideline. A format was therefore utilized in creating the script of this video where the actor makes use of a format given and interprets it to act resulting in a video with little variations from the original script provided. It must be recognized that scripting of reality television productions present a challenge. This is due to the free hand approach to creating authentic reality television. This kind of productions especially for use as contemporary learning and teaching materials are created through a natural mix of different personalities in a given setting to play out their interactions naturally. In as much as technology is utilized, the scripting must be geared towards a pedagogical approach. It is therefore quite appropriate that reality television scripting is utilized for teaching English as it opens the door for creativity. This prepares learners in line with outcome EN4-4B, specifically, to be able to respond to and compose new print and multimodal texts, experimenting with appropriations and inter-textuality. This is quite evident in the scripting of this video as it makes use of the concept of ‘Big Brother’ while incorporating lines from the play ‘Romeo and Juliet’. Present day learners are exposed to and utilize technology on a daily basis including watching reality television, social networking, and online gaming among others. Importing technology, specifically the approach of reality television scripting to classroom learning is therefore quite appropriate as the learners are already familiar with the genre. However, the pedagogy takes precedent as the aim is for the learners to grasp the literature and not reality TV productions. However, the task provides an opportunity for learners to relate English learning and their daily experiences thus ensuring captured interest and an enriched learning experience. This promotes learning beyond the classroom context. Zeurcher (2002) posits that technology is just a “power tool” and not and end in itself but should be utilized to achieve goals of the lesson. Therefore, pedagogical approaches are more important and technology utilized serves to help deliver on objectives of a lesson. Kajder (2003:9) states, "Focus has to be placed on learning with the technology rather than learning from or about the technology". It is about choosing texts that learners can enjoy while learning and exploring. Learners should have a writers experience through given tasks and the technology is only utilized to enhance that experience and only when it is relevant to the task at hand (Kajder, 2003:11). References Kajder, S. B. (2003). The tech-savvy English classroom. Portland, ME: Stenhouse. Vandergrift, K. E. (1995). Linking Literature with Learning. SCILS, Rutgers, The State University of New Jersey.5 May2013. Retrieved from Writers Guild of America, West. 2013. How Reality TV Works. 7 May 2013. . Retrieved Zeurcher, N. (2002). Technology: Power tools for writers. In M. L. Warner (Ed.) Winning ways of coaching writing: A practical guide for teaching writing, grades 6-12. Boston: Allyn and Bacon. Read More