This week there has been no progress made, the decision was taken to have this past week off as a break from the project. This means that the first case study is to be done this week instead of last week. Now running one week behind schedule.
Reflection
The decision to have the week off was taken as a natural lull occurred after handing in both concept and pre-production documents. Making arrangements and sorting out Christmas, seeing family and friends and a general tidy up of everything in my life was required. By doing all of these things my mind feels settled, I have nothing else to organise for the Christmas holidays and can now get back on with work without other thoughts being at the back of my mind.
Ideas
This last week was decided on the fact that my normal week consists of working two jobs, one in the morning and one in the evening. The work for this project usually gets done in-between jobs then blogging or researching at night after work. The programme shows that I was planning to have two full weeks off at Christmas. However this plan has changed, I have decided to work on the project up to the 23rd then start again on 31st which gives me one full week off. These days that have been swapped for last week are at times when I do not have to work either jobs. This means I will have more time to do the work than I would have had last week or on any other normal week. This should allow me to produce more and enjoy the time without disruptions. The critical tasks must be done to bring me back on track with the schedule. The first task is to decide how to manage my case studies, readings from the list below should help determine how I will approach this task.
Reference list
Barrett, E. and Bolt, B. 2007; 2010; 2014. Practice as research: Approaches to creative arts enquiry. 1st ed. Ib Tauris & Co Ltd.
Bazeley, P. 2006. Research dissemination in creative arts, humanities and the social sciences. Higher Education Research & Development. 25(3): pp.307-321.
BURISS, K. G. 2001. Inside the Picture, Outside the Frame: Semiotics Theory and the Reading of Wordless Picture Books. Childhood Education. 77(3): pp.187.
Dresang, E. T. and Koh, K. 2009. Radical Change Theory, Youth Information Behavior, and School Libraries. Library Trends. 58(1): pp.26-50.
Massey, S. R. 2015. The multidimensionality of children's picture books for upper grades. English Journal. 104(5): pp.45.
Painter, C., Martin, J. R. and Unsworth, L. 2014. Reading visual narratives, image analysis of children's picture books. Unit S3, Kelham House, 3 Lancaster Street, Sheffield, S3 8AF: Equinox Publishing Ltd.
Sanders, J. S. 2013. Chaperoning Words: Meaning-Making in Comics and Picture Books. Children's Literature. 41(1): pp.57-90.
Serafini, F. 2014. Reading the visual, an introduction to teaching multimodal literacy. 1234 Amsterdam Avenue, New York, NY 10027: Teachers College Press.
Suzuki, T. et al. 2015. Realities of war: using picture books to teach the social effects of armed conflicts. Multicultural Education. 22(3-4): pp.54.
Wu, S. 2014. A multimodal analysis of image-text relations in picture books. Theory and Practice in Language Studies. 4(7): pp.1415.
Wu, S. 2014. Negotiation of Narratives in Postmodern Picture Book. Theory and Practice in Language Studies. 4(4): pp.806.
Wu, Y., Mallan, K. and McGillis, R. 2014; 2013. (Re)imagining the world : Children's literature's response to changing times. 1st ed. Springer Berlin Heidelberg.
Yu, X. 2009. Levels of meaning and children: An exploratory study of picture books' illustrations. Library and Information Science Research. 31(4): pp.240-246.
No comments:
Post a Comment