Abstract:

There are many circumstances in which we are exposed to expositions that coordinate speech with images. Evidently this happens when teachers refer to their slides. It is also characteristic of much video that we watch (and listen to). Moreover, there exists a sizeable research literature concerned with the effective design of such coordinations between speech and image. However this literature does not address the simpler case of attaching voice to a single image (or montage or sequence of such images) – in the interest of creating a distinct multi-modal artefact. Namely, an artefact that invited both producer and audience to view that image through lens of speech or to hear what is said against the ground of an image. We have explored a variety of situations where this particular coordination seems to offer a distinctive and unusual form of author challenge and audience response. The possibility of ‘narrated images’ has been impeded by the lack of a discrete and economical file format which might carry them. While limitation remains the case, there now exist a number of apps and web services that offer accessible work-arounds for the user. Our own interest in cultivating this form of artefact centres on its potential in situations of teaching and learning. We have encouraged the production of narrated photos in contexts of second language learning, in contexts of workplace self-monitoring of learning, and as a research tool for teachers reporting their classroom innovation. However, here we will illustrate the potential of this form of artefact using examples from a more expressive student activity: the creation of a simple 5-frame story. We will note the way in which young learners consider voice in an instrumental manner but also highlight the practical challenges to orchestrating an activity of this kind.

Keywords:

Multimodality, school, visual learning, narrative.