Re/Map: Embodied Inquiry, Production Pedagogies and Digital Storytelling
For this production, I am asking you to develop and ‘do’ the practices discussed in class this week: explore community and culture, apply multimodal modes of ‘embodied inquiry’, and (re)map and/or tell stories of place using KnightLab Story Map.
Dadaab/BHER Prompt (or use Toronto one if you wish).
Production 6: Come up with your own narrative approach to telling a story (narrative inquiry) that uses”
1) place-based modes of “embodied inquiry” (talking photos, videos, etc)
2) as well as images collected from the internet if you wish (and remember you can add videos and soundcloud files).
3) Your map story should tell a story. It can be a simple as documenting culture, language, and diversity in Dadaab (a research story) or you can tell a memoir that connects past stories with present situations and also FUTURE hopes (memoir as narrative inquiry).
using the KnightLab tool (remember it requires a GMAIL account to use) https://knightlab.northwestern.edu/projects/#storytelling
Site, Community & City Text (Toronto)
This project is relatively open-ended. However, the following game rules apply:
Select a site/community where you are currently teaching (to develop a of culturally responsive teaching) or select a site/community that is personally meaningful for you (culturally, historically, in terms of your own experience or sense of community) or holds some fascination/interest.
Based on our discussion and project development ‘game’ from last week, design your own unique project that involves:
- Place-based inquiry: explore and document place and community ‘on-the-ground’ (e.g., modes of inquiry and data collection using apps/tools on your mobile device). Consider modes of inquiry like field notes, photographic documentation, video documentation, interviews and so on – see also sound and aroma maps ideas).
- Digital Storytelling or a narrative research work using mapping: tell your own story of place, community, history, culture, language and the ‘city-text’. This part is open-ended (you develop our own narrative theme or project ‘conceit’). Consider building upon ideas from class discussion or develop new themes and project strategies.
- Position Yourself within the Map: If you are an observer of a community, you need to ensure you account for your own position, perspective, and subjectivity within the community you explore (general ethics for ethnography).
Prompt 1: Consider (based on our readings) a re/map project: create a new critically informed city-text that selects different events and actors to commemorate and ask questions of historical significance.
Using your inquiry data, create an art map or counter-map using ‘juxtaposition’ techniques that enable critical reflection or bring contrasts and tensions into relief (i.e., tensions between official maps and place-names/street names and your experience of place/community on the ground, and/or how you see the community representing itself differently than the official map).
This may require at least some research on toponyms (analysis of official maps), place names, street names, landmarks, monuments, and/or the social history of place/community.
Prompt 2: Remix ideas above with your own ideas, or simply come up with your own narrative approach that integrates place-based modes of inquiry with digital storytelling, memoir, and exploration of related personal/community narratives (as you author or perceive them).
Have fun with the mapping tool! You can integrate curated images and historical documents in your map (along with original photos and multimodal artefacts), but don’t “fake” your embodied inquiry. Go forth and explore!
https://knightlab.northwestern.edu/projects/#storytelling StoryMap allows integration of text, images, videos (Youtube) and audio (Soundcloud) and possible more!
Due by Tuesday March 10th (or earlier if you wish).