Writing with Visual Images: Examining the Video Composition Processes of High School Students.

摘要: This teacher-researcher study explored the manner in which students created video compositions a secondary English language arts media studies program. A review of research literature indicates fundamental differences between print and compositions, include modal ity representation, task setting, curricular role. Another difference is description models composition both video. Although details stage recursive aspects, used and/or terminology that were expressed linear terms. yearlong, classroom-based examined processes three case groups (n-3, n=3, n=4) within context their classroom (n-19) entire Communications program (n=82). methodology from (think aloud retrospective think protocols) order to more fully explore compose videos. The found complex, process allows for sequential multimodal representation thoughts ideas. Four areas are addressed: expansion compositional choices, demonstrates verisimilitude students' initial concept videotaped image, high lights visuality re-presentations ideas, provides methodological considerations. model was developed describe phase aspects compositions.