Expanding+Notions+of+Composition+&+Literacy

= The Age of Composition and Imagination =

====“Perhaps most important, seen historically this 21st century writing marks the beginning of a new era in literacy, a period we might call the **Age of Composition**, a period where composers become composers not through direct and formal instruction alone (if at all), but rather through what we might call an extracurricular social co-apprenticeship.”====

====In her new book, //[|Real-World Literacies: Disciplinary Teaching in the High School Classroom] (2014)//, author Heather Lattimer makes the case that a new approach is needed for preparing students for the transition from the information age to the **"imagination age."** She explains, "Because technology has democratized access to information, it is imagination--the ability to reconceptualize ideas, present information in new and creative ways, and develop innovative and original ways of thinking--that will add value to our economy and culture."====

// EXAMPLE: COMPOSING WITH DIGITAL VIDEO //

 * [[image:My Son Is Creating YouTube Vids blogpost 2014 screenshot.jpg width="702" height="901"]] || === Traditional Academic Skills ===

//**Story Creation & Script Writing:**// Well-produced videos require a strong story, and once he started using scripts, the stories he was telling became more complete and interesting. He was even using skills he learned in early story-writing from school, whether he knew it or not.

//**Research:**// Every video produced has many hours of research behind it. While he might rattle off product specs or references to tech industry events in a matter of seconds in the finished video, there were likely hours of research into product details, industry news sites, blogs and more. It’s not easy work, as he has learned, to create a visual story which has not just his insights, but facts.

//**Public Speaking:**// This is likely the most compelling part that many kids, and adults, can use – practicing speaking out loud, even to a virtual crowd on the other end of a video camera lens. I’ve overheard Jeremy speaking his scripts out loud and then recording many takes of his “performance” in front of the camera. I cannot emphasize enough how valuable this is – for a teenager to not only practice speaking “his/her lines” but also to see him/herself on video. It builds self-esteem and helps kids gain an appreciation for how they are perceived by others. He also learned that writing a script – even if not followed precisely – reduces the “ummmm”s in vocal storytelling.

//**Conciseness & Clarity of Message:**// This is an area in which I saw clear improvement over time. For video in particular, I think it’s easy to watch yourself on screen and understand how your message can be improved. That improvement is often in message clarity and cutting out the unnecessary (not just “the umms”, but even unnecessary or redundant information and commentary).

//**Communication:**// Put several of these skills together, and you get better communication skills. This is something that many kids opportunistically avoid until they are specifically forced to in school or other activities. The more they avoid it, the harder it is to do when they need to – so they avoid it again – and the “lack of communication” downward spiral continues. By pursuing a creative channel they enjoy, they are developing and practicing a much more sophisticated communication style. Video-making, blogging, even emailing, can be fantastic exercises for improving communication skills.

**Design Skills (21st Century Academic Skills)**


 * //Filming://** Taking video can be easy, but as you set your sights to higher quality, you start thinking “what will make this shot more interesting” and you become a director and producer. I’m a firm believer that even a phone’s camera can be adequate for great videos, especially for beginners. Learning all the other skills will take plenty of time anyway before worrying about high-end camera equipment.

//**Video Editing:**// It doesn’t take long for a video hobbyist to discover that post-production editing is the bulk of the work. The combination of creative skills and technical software skills can turn a bunch of junky clips into a great video. Jeremy learned a few video editing apps, finally landing on Adobe Premiere (that choice itself also required research and decision making) and he honed his creative skills in a big way.

//**Animation:**// Similar to editing, this is an area which combines highly technical software skills with creativity. It’s not a necessary component of video making, but if the opportunity arises (which it did in this case), it’s a fun, challenging skill to learn. (Apple’s Motion product was the tool of choice.)

//**Sound Production:**// An otherwise good video can be ruined quickly with bad sound. There’s a whole set of occupations in just this one aspect of production, and a YouTuber has to learn at least the basics.

//**Visual Design:**// The YouTube channel, the logo, the supporting website, the Twitter page, the Google+ page, etc… it all requires some design work. Through experimentation and practice comes not only skills, but the confidence to try next time.

**Plus Business Skills... (see blog post for more)** ||
 * **[|My Kid Is Creating YouTube Videos? Blogpost] on [|Teachers, Profs, Parents: Teachers Who Care]**


 * [|Technospective]: 13 year-old Jeremy Rochelle's Collaborative YouTube Channel**


 * [|Jeremy Rochelle's own YouTube Channel]** || **An excerpt of Jonathan Rochelle's quick summary of skills he has seen this young video producer develop and practice in his video experiments thus far.** ||

// EXAMPLE: IMAGINATION AS "HACKING" //

 * media type="custom" key="26994766" || ===[[image:Startup Wkend EDU Hackathon 2014 screenshot.jpg width="893" height="607"]]=== ||
 * **Hack or Whack: The Daily Share**


 * []** || **[|Startup Weekend EDU and Hardware Hackathon]: Calling all students, teachers, educators, makers, hackers, designers, engineers, and innovators!**


 * [|Related news story revealing the eventual winner] -- HS Student whose idea / prototype called Paperless Math, a program with a keyboard of numbers**
 * and math symbols to help students with disabilities deal with hand fatigue.**


 * [|A Hacking Contest for Kids Promoting Digital Literacy]**


 * [|Unconferencing]** ||

// EXAMPLE: MUTLITGENRE RESEARCH AND MULTIMODAL COMPOSING //

 * [[image:JH_MeetingEdgar_S14_MGRP_screenshot.jpg width="606" height="579"]] || ===[[image:LR_Vietnam_MGRP_S10_screenshot.jpg width="582" height="569"]]=== ||
 * **Multigenre Research/Writing Project:**
 * [|Meeting Edgar]**

- Research project focusing on the life of Edgar Allen Poe || ** Multigenre Research/Writing Project: **
 * [|A War with Many Names: Multiple Perspectives on the Vietnam War] **

- Research project exploring the complexities of the Vietnam War ||