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Remix: The Art and Craft of Endless Hybridization.

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Megan Sucy

on 11 April 2016

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Transcript of Remix: The Art and Craft of Endless Hybridization.

Digital Remix as Writing
"Remix is the general condition of cultures; no remix, no culture...We remix language every time we draw on it , and remix meanings whenever we take an idea, artifact, or a particular stretch of language and integrate it into what we are saying and doing at the time" (Knobel and Lankshear, p. 23).
Remix as Endless Hybridization
Hybridization: captures important dimensions of the relationship between cultural development and remix practices.

Hybridization is
endless
.
"Each new mix becomes a meaning making resource for subsequent remixes" (pg. 26). Each remix expands the possibilities for future remixes.

Infertile- remixes made for self-expression that are not widely shared.
Fertile- remixes with a large number of views.
For example: viral YouTube videos

"Teachers might contemplate how to best recognize and
formally value students' own remixes in their school
work" (pg. 26).



The Craft of Remix
"The Craft of remix means knowledge of its technical aspects" (p27)
Remix and Classroom Teaching and Learning
Disclaimer: Remix practices cannot be transferred easily to the classroom settings and should not be transferred in any immediate way.
Typical Examples of Remix Practices
Art, digital, video, animation.....

Conceptual and Theoretical Connection
Conceptual Definition of Literacies = "socially recognized ways of generating , communicating and negotiating meaningful content through the medium of encoded texts within contexts of participation in Discourse or as members of Discourse" (Lankshear & Knobel, 2006, p 64)
Remix: The Art and Craft of Endless Hybridization.
By Michele Knobel and Colin Lankshear
With the digital age, we are now finding new ways to communicate our perspectives on texts and other sources in education. We are mixing pictures, text, and music to express ourselves and are essentially "remixing" our writing.

This can allow students to make text to life connections and express their ideas in ways that fit them as learners.

*When have you encouraged students to "remix" how they express their thoughts?
"Photoshopping" Remixes:
-Editing images , photo montages
-Purposes: fun, to create solidarity, to express political views
Music and Music Video Remixes:
-Mixing songs
-Mixing tempos
"Machinima" Remixes:
-Machine & cinema
-using storytelling tools and characters from a video game to create a new story/movie
-narrative
-fanfiction
Anime Music Videos:
-Animations and music
-Mixing animation videos and music

*How can we incorporate these remixes in
our classrooms?


Ex) Photoshop : Preparation know-how, such as being able to scan hard copy images, being able to transfer images from a digital camera or money card to a computer, knowing how to convert image files into different file formats.
"The craft of remix entails understanding the risk one may run in using commercial materials in a remix" (p27).
As a user of remix, we have to know what is "fair use" (p27). ex) creativecommons.org is a good website to learn legal issues.
Three dimensions in Literacy
1. The technological dimension: Knowing one's way around the processes and tools for encoding meanings one seeks to articulate.
2. The discourse dimension: Bringing cultural knowledge to bear on the tasks or purposes of the practice in which one is engaged.
3. The evaluative dimensions: Knowing how to enhance or improve the practice in order for it to better fulfill the interests of those who engage in and are affected by it.
smart tools
Where people collaboratively do complex things
Aspects of the Art of Remix
Similar to Gee and his concepts of video games, it is important to note the learning principles of remix practices and apply those to educational purposes.
"The potential for positive interplay between remix practices and conventional literacy attainment in formal settings like classrooms is considerable, although not yet widely realized" (Knobel & Lankshear, 2008, p. 31).
Some examples of incorporating remix learning principles in the classroom: remixing song lyrics to make strong literary statements, fanfiction to foster literary understandings.
Conclusion:
The aesthetics, appreciation, form, and composition dimensions of remix practices.

Qualities to consider when making good-quality remixes

1. Synch:
connection between music and video clips.
2. Concept:
regards the author's vision for the video and how they intend to make the viewer feel/ understand.
3. Effects:
how the creator uses special effects with respects to their meaning, composition, and appearance.

Remix, ideally, is never ending. When we interact with a creation, "we integrate it into what we are saying and doing at the time" (Knobel & Lankshear, 2008).
There are many types of media we can remix: visual, cinematic, musical, and written. However, all are considered literary remixes.
There is a huge link between hybridization and remixes - it highlights the relationship between cultural development and remix practices.
To fully understand remix practices, you have to engage in all three dimensions of remix practices
While we do not want to integrate remixes directly into the classroom, it is important to as ourselves an important question:
How can we incorporate the learning principles of remix practices into the classroom?
How can we incorporate these principles into our classrooms? Why is this important to keep in mind in the 21st century?
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