Libro

More documents

Recommendations

Info

MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Mãos 1 (Gutierrez: 2002). The program was edited in two versions with and without sound divided in four parts: 4 minutes with sound, 3 minutes without sound, 2 minutes with sound and 3 minutes without sound. The projection took place in an auditorium. The venue was chosen so as to better discriminate surrounding sounds such that participants could easily recognize the parts with and without sound. The investigation took place in the auditorium of No. 2 Teaching Center in Ceilândia, in Greater Brasília, Brazil. We used as tools the observation of the deaf students’ reactions and a four-item questionnaire. Each participant answered the questions by choosing one of the alternatives. For this second phase, we decided on a multiple choice questionnaire. 5.2.1. Participants’ answers a. Have you felt the change? No opinion 0 ( ) Yes 7 ( ) No 0 b. You felt more focused: No opinion 1 ( ) With sound 5 ( ) Without sound 1 c. What sensation do you have with sound? No opinion 0 ( ) Good 2 ( ) Very good 4 ( ) Neither good nor bad 0 ( ) Bad 1 ( ) Very bad 0 6. Analysis and interpretation 6.1 Analysis of experiment I The hypotheses lead us to ask whether, while producing a film for the deaf, audio is needed. The collective imagination, common sense, that is, believes that sound is but a vehicle of auditory information. Regarding the hypotheses 1 News at hand (our translation). Educational program produced by the Educational channel of the Secretariat of Education of Distrito Federal. 137
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices we have been developing, we shall analyze the function that audio may have on a film aimed at a deaf audience. All participants noticed the change in the movie, as the higher volume allowed vibration to reach them. Thus, we concluded that sound touches the deaf through vibration. There is, as a matter of fact, a compensation for the lack of audition, promoting on such a group heightened attention in this perception channel. For instance, all participants noticed when sound as turned off and this change created a specific reaction connected to the movie. As for the relationship between vibration and image, we consider that the statements of both MA e GE point out to the third hypotheses, that the vibration supports the understanding of the audiovisual message. MA stated that the “music goes well with the chase scene, in which the boy had to run”. GE said that he was more interested in watching the movie as he felt the beats vibrating on his body. It means that there is positive interference by the juxtaposition of sound and image. However, there is space for continuing investigation with an expansion of the sample group in order to ascertain if this interference of sound goes as far as creating what Deleuze called audiovisual, that is, a new image created by the combination of the visual and sonant images. It is necessary to consider that, for this research, we chose to conduct a case study with a group of 3 people that fulfilled our requirement of having profound deafness, without any auditory memories. Results within the group have shown that 100% perceives sound through vibration. The entire group felt that it was more pleasant to watch the movie with sound. 6.2. Interpretation of experiment I By airing the movie partly with and partly without sound, we wished to avoid harming our research by not leaving space for responses other than the confirmation of the vibratory effects as they were received, with the acknowledgement of its absence and an eventual additional contribution during the reception of the movie’s audiovisual message. With that, we aim at proving the reliability of our hypotheses. All three investigation subjects perceived the presence or absence of sound, which represents an 100% positive response. We can trust that they perceived an aspect of sound that is not informational, as they never actually heard. Such a result confirms our first hypothesis, the motivator of this work. We worked with the most profound case of deafness possible, that is, congenital bilateral deafness. As the result of the perception is positive, it leads us to the conclusion that all deaf perceive sound. On the following phase, we analyzed its impact on audiovisual perception. For two of the subjects (GE and JO), sound improves their perception of film. JO has a good, comfortable sensation and does not get into detail. JO reminds us of Paul Valery (1937) who prefers the “science of sensations” then the 138
Page 1 and 2:
MEDIA LITERACY and INTERCULTURAL DI
Page 3 and 4:
MEDIA LITERACY AND INTERCULTURAL DI
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88: MEDIA LITERACY AND INTERCULTURAL DI
Page 137: MEDIA LITERACY AND INTERCULTURAL DI
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
show all

Libro

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?