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Transcript: Soundwriting Pedagogies CFP Promo

 

<prop plane sounds>

 

<radio communication sounds>

 

Student (female): “One of the things that was definitely collaborative…”

 

Student (male): “There were times when I was definitely frustrated. It was too much. I wasn’t enjoying anything.”

 

<unintelligible voices>

 

Kyle Stedman: Soundwriting

 

Courtney Danforth: Soundwriting

 

Kyle: Soundwriting is writing in sound.

 

Courtney: in sound.

 

<subway announcement chimes>

 

Subway announcer: Please stand clear of the doors.

 

Courtney: Soundwriting is

 

Kyle: Soundwriting is the composing of an audible text

 

Courtney: audible text that applies what we know about writing to the affordances of sound.

 

<radio communication sounds>

 

Kyle: Soundwriting includes and defies other genres,

 

Courtney: layering words, music, and sounds together.

 

Kyle and Courtney: Soundwriting invites listeners into a shared sonic space.

 

<radio communication sounds>

 

Instructor (female): It’s helped them develop, not just as researchers but as writers.

 

Instructor (male): Student empowerment.

 

Instructor (female): In ways

 

Instructor (male): What do I mean by that?

 

Instructor (female): that traditionalists

 

Instructor (male): Mainly I mean that my students to

 

<radio communication sounds>

 

<Benny Goodman's Boys, “Wolverine Blues”>

 

Courtney: Kyle, I keep hearing that people are doing the coolest stuff using soundwriting in their classrooms.

 

Kyle: I know, Courtney, there is seriously so much good stuff out there. People are assigning audio reflections and podcasts and radio dramas and new genres that don’t even have names yet.

 

Courtney: I wish there were a collection about how to teach with soundwriting. I want to hear everyone else’s ideas!

 

Kyle: For real. And don’t you think it should be online? with every chapter actually including some digital sound.

 

Courtney: Definitely! Let’s do it!

 

Kyle: Ok! Let’s do it!

 

<typewriter sounds>

 

Kyle: Okay, I think we want to say . . . “The collection should be like one big heuristic for pedagogical sonic invention." Does that make sense? “Pedagogical sonic invention?” We want our readers and listeners to be inspired with ideas that they can then adjust to fit their own contexts.

 

Courtney: Yeah! I like it. How does this part sound?

 

<typewriter sounds>

 

Courtney: “We’re envisioning a practical collection on how composition teachers use sound in the classroom, filled with assignments, syllabi, reflections from instructors and students, and anything else related to sonic pedagogies.”

 

Kyle: That’s great. I love the breadth of it and I love that you’re including student voices as well. Let’s also say this. . .

 

<typewriter sounds>

 

Kyle: “Send your traditional-length chapters and webtexts…

 

Courtney: and shorter pieces!

 

<typewriter sounds>

 

Kyle: Oh yeah, right! ...something that’s about the length of a ten-page essay.”

 

<typewriter sounds>

 

<rocket launch sounds>

 

<Kara Square, “Xylophone and Ukulele Rival with Their Revelry”>

 

Courtney: We want to hear how you use soundwriting in your teaching. Send us your proposals for our edited collection, Soundwriting Pedagogies: Strategies, Lessons, Practices.

 

Kyle: We’re especially excited to hear real voices, including student and teacher reflections on real assignments.

 

Courtney: But we also want you to use digital audio in unexpected ways,

 

<magic wand sound>

 

Courtney: surprising us with the things you can do and the connections you can make.

 

Kyle: You’ve got to include sound. You just do. And also, if there are stable, long-term sites that support your soundwriting pedagogies, you can share those, too.

 

Courtney: And tell us how you use audio to support accessibility--in many senses of that word.

 

Kyle: So, your chapter might say, “Here are ways that writing/composition classes in our current cultural moment use and assign sound.”

 

Courtney: Or “Here’s a soundwriting assignment I tried last semester that totally failed and here’s how I fixed it this term.”

 

Kyle: How do you use sound to communicate with your students?

 

Courtney: How does soundwriting support overall student success?

 

Kyle: We’ve got full details of all of this on our alphabetic CFP, which is up at our project site: http://tinyurl.com/SoundWritingPed. At that site, you’ll also find find a link to submit your proposal and a form to fill out if you have any questions for us.

 

Courtney: We’re happy to talk over your project and help you work on a proposal.

 

Kyle: I’m Kyle Stedman.

 

Courtney: I’m Courtney Danforth.

 

Kyle: We are excited to hear your ideas!

 

Subway announcer (male): Next stop. Next stop.

 

<subway sounds>

 

Subway announcer (male): Next stop.

 

Subway announcer (female): Next station is St. James’s Park.

 

<subway sounds>

 

Sound Sources

 

 

Soundwriting Pedagogies Promo - Kyle&Courtney
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