Bibliography—figure8clementine

Posted on December 9, 2024 by figure8clementine
  1. Beardsley, M. C. (1970). The possibility of criticism. Detroit, MI: Wayne State University Press. Contains four philosophical essays on literary criticism. The first two are among Beardsley’s most important contributions to the philosophy of interpretation. 
Art and Interpretation

This is just one writer apart of putting together essays in the Art and interpretation section of the Internet Encyclopedia of philosophy. This Website was crucial in helping me understand different artists’ perspectives and the reasoning behind creating art in general. 

  1. Carroll, N. (2009). On criticism. New York, NY: Routledge.

Yet another writer who provided critical insight and information into understanding the interpretation of artworks and how they can be evaluated. 

  1. Anghel, F. (2020). Commonsensical Choices in John Logan’s Red. Philologia, 18(1), 31-40.

https://philologia.org.rs/index.php/ph/article/view/philologia-2020-18-18-3

This source helped me understand the choices behind the play I was primarily focused on writing about in my paper. 

  1. Botelho, T. (2019). … one part life and nine parts the other. Hungarian Journal of English and American Studies (HJEAS), 25(1), 129–142.

https://ojs.lib.unideb.hu/hjeas/article/view/7188

This article helped me understand how Red stages the creative process as both a performative act and a reflection of Rothko’s inner struggles. It clarified how the play blends biography and performance to challenge the audience’s perceptions of artistic intention. 

  1. Hosseini, S. (2019). A Treat towards an Artist‘s Psyche: A Psychoanalytical Reading of‗ Red’by John Logan. International Journal of English Language & Translation Studies, 7(4), 34–40.

Click to access 4-7-4-19.pdf

This source was able to help me see Red in a new way by focusing on Rothko’s mind and the hidden reasons behind what he does. It showed how the play uses conversations and events to reveal his thoughts and feelings. This helped me explain how what Rothko wants from his art doesn’t always match what the audience sees.

  1. Rogala, J., Bajno, B., & Wróbel, A. (2020). A hidden message: Decoding artistic intent. Psych Journal, 9(4), 507-512.

https://onlinelibrary.wiley.com/doi/full/10.1002/pchj.374

This article helped me understand how people’s experiences and brain activity affect how they see and understand art. It explained how viewers interpret an artist’s ideas based on what they already know and feel, which helped me show how an audience’s view of art doesn’t always match what the artist meant. This made my point about the difference between creating art and interpreting it clearer.

  1. Soriano-Colchero, J. A., & López-Vílchez, I. (2019). The role of perspective in contemporary artistic practice. Cogent Arts & Humanities, 6(1), 1614305.

https://www.tandfonline.com/doi/full/10.1080/23311983.2019.1614305

This article helped me see how perspective in art has changed over time. It explained how perspective was once a strict method for showing reality, but today, artists use it in more creative and experimental ways. This idea helped strengthen my argument about how the way art is created can affect how the audience understands it.

  1. Hirsch, E. D. (1967). Validity in interpretation. New Haven, CT: Yale University Press. The most representative presentation of extreme intentionalism.
Art and Interpretation

This source helped me understand the idea of extreme intentionalism, which argues that an artist’s intended meaning is the key to interpreting their work. It gave me a clearer perspective on how much the artist’s intentions should influence the audience’s interpretation, which supported my argument about the disconnect between what the artist intends and what the audience perceives. 

  1. Down, Lee. (2023). The Enigma of Art: Embracing Emotions and Differences. Arts, Artists, Artwork. 

https://artsartistsartwork.com/the-enigma-of-art-embracing-emotions-and-differences/#google_vignette

This source provided me with personal artist anecdotes and helped provide some insight into the arguments I was making from an artist’s perspective. 

  1. Logan, John. (2011). Red. Dramatists Play Sercive, NY. 

https://cmc.marmot.org/Record/.b38099548

I based my essay primarily on this play and feel that it shaped and covered every argument I had to make.

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Reflective Statement–Bagel&Coffee

Posted on December 9, 2024 by Bagel&Coffee

CORE VALUE 1: Writing is a practice that involves a multi-stage, recursive and social process.

Writing is not straightforward unless it is class notes. At least in my process, it is much more like a jigsaw puzzle, where I first outline what I want to see, and then work on different blocks, then play with the blocks till they fit nicely next to other blocks. This was my process for my thesis, although more complicated, as it was more like starting one puzzle, finding the box was missing pieces, and then completing it the best I could, then choosing another puzzle and starting over.

I ended up arguably doing double the work if not more, not to mention a time crunch as I had to accelerate the process for the second thesis. During the final 4 hours before the deadline, my thesis clocked in at over 5,000 words when it was only supposed to be 3,000 and I had only tapped 7 or 8 of my scientific studies out of 14 that I downloaded at the Rowan Library. That is after culling due to how I formed the blocks of text.

I originally started in blocks that were themed. All science nuggets of wisdom went out of context, floating, at the bottom of my paper. All the text about TV was in a block at the top of the paper. All the text about literature was in the middle of the paper. I would for example cite a poet and then show an example of their work to support my point. However as the paper changed, as paragraphs were placed in different spots, their context would change, and often I would have to edit out examples that were once fine as a standalone paragraph so they could work with other paragraphs.

 A big alarm went off when I was in a meeting with my professor, and I realized that I had formed two hypotheses by accident! “War causes dark literate.” and “Dark stories are preferred by people who are down.” So, then I had to find a way to merge the two hypotheses and present it in a linear way non awkward way.

Finally, after moving a lot of things around to make a “linear story” or perhaps “cohesive narrative”, I still had all the floating fun facts from academic papers to use. Originally, they were just going to be a boring list. I was not happy with that, so I then tried to find a way to insert them into my like comments to a post. This made them seem much more natural and made me slightly happier. However, there was so much to gleam from scientific studies, that it became unwieldly and still looked a little ugly to me as it looked disproportionate to my own paragraphs they were supporting.

If this sounds messy, confusing, or out of order, then good! I have conveyed how messy the process of writing is. My story is written in a simple way, but there was much back and forth at each step, for example I rewrote the first page 3 times in 3 days, and re polished random paragraphs at each step, especially as I revised and edited and shifted paragraphs around. In the blizzard that is my work, these extra steps will be lost under the top layer of snow that people see.

CORE VALUE 2: Close and critical reading/analysis is necessary for listening to and questioning texts, arriving at a thoughtful understanding of those texts, and joining the academic and/or public conversations represented by those texts.

This is something I am proud to of have demonstrated to my professor throughout the year, my hand shooting up to answer his though provoking questions! Like a dog on a chain air biting, I was eager to answer. I often got answers right too. And when I failed, I failed more spectacularly than a firework! But the quicker I failed, the quicker I learned. I was quick to point out when a comma of lack of communicated an entirely different idea. I am semi fluent in rules-lawyering due to my hobbies, and brought the many ways to interpret a sentence to the table. Additionally I took notes on the professors advice when it comes to arguments, and I was able to take some academic studies that did not necessarily agree with my position, and use them in such a way to further my position! Lastly, I took the professors advice on hooking audiences, and I was happy I did, as I believe My first line of my thesis hooked readers.

CORE VALUE 3: Writing is shaped by audience, purpose, and context.

I can Identify rhetorical elements, have been warned by the professor that rhetorical questions take an advanced writer to use correctly, in contrast to how most students apparently use them incorrectly. In our analysis of slaughter farms and arguments for both sides, the professor made it visible the subtly of how text can be argumentative. By the following week, I was able to use that knowledge to successfully answer “the missing dollar” question. By manipulating the argument, we could end up in a place where even math makes no sense. Words are powerful and how we use them, such as the conflict between practically and virtue can change everything if we are not carefully consistent when going though a method to a conclusion.

CORE VALUE 4: Information literacy is essential to the practice of writing.

I spent many afternoons in the Rowan Library using their computer and showing the amateurs in the lobby how to do a puzzle of a cat on a bookshelf! I even used the receptionist as part of my survey for my own research! In the current age having accurate sources is more important than ever. That is not to say that the scientific process isn’t messy, with papers that often correlate, but just as often have a blind spot to a lose end they can not yet explain and need further studies on. I learned a lot this semester; it was my first time learning about and using Google Scholar, which takes a certain finesse. The real lifesaver was my professor again, as his strategy I call “trace it back” worked in some instances wonderfully. First find a causal low brow article on something, then scroll to the bottom of the page and look for sources. Hopefully one of them is academic. Then look up that academic source, read it, take the nuggets of wisdom, then scroll to the bottom of that, for a huge stockpile of related material! If you can find one paper on a subject this way you can then expand it threefold!

CORE VALUE 5: Writing has power and comes with ethical responsibilities.

Word have power because they have the ability to influence. When we make our arguments there is room for abuse. Bad things like strawman arguments, misquoting, taking things out of context, can all be used to manipulate a narrative to come up with a conclusion that is not made in good faith. As my high school used to say, “We tackle hard on field to knock people down, but when the play is over, we pick them up.” There is no shame in absolutely demolishing someone’s words, that is fair game, but there is much shame in destroying the person themselves, they are people and we treat them with respect. The tools we are given to try to make our airtight arguments can be used in a dirty way. It is up to us to use the tools we are taught in a fair and ethical way. It is important that we respect others the way we wish to be respected. Respect and ethics extend beyond our work, intellectual Ips, AI work, and plagiarism. While shortcuts sound tempting for a raise, they are never worth it, as it is your audience that loses out. We write to better humanity.

Posted in Bagel&Coffee, Portfolio Bagel&Coffee, Reflective | 1 Comment

Annotated Bibliography: PRblog24

Posted on December 9, 2024 by PRblog24
  1. Dirham, D., & Sarcona, A. (2023, November 21). Students’ self-perceptions of mindfulness after learning mindfulness techniques in a professional skills course. 7th International Conference on Higher Education Advances (HEAd’21). https://riunet.upv.es/handle/10251/171742

This study examines how college students perceive mindfulness practices, including expressive writing, after a professional skills course. It shows that mindfulness techniques can significantly improve students’ self-awareness and reduce stress. This source provides credible data on the intersection of mindfulness, stress management, and expressive writing, making it highly relevant to your research.

  1. Mohamed, N. (2021, May 30). Effects of self-expressive writing as a therapeutic method to relieve stress among university students. Journal of Creativity in Mental Health. https://www.tandfonline.com/doi/full/10.1080/08893675.2023.2174678

This article explores how self-expressive writing serves as a therapeutic outlet for stress management in college students. The findings suggest that participants who practiced expressive writing regularly experienced reduced stress levels and increased emotional clarity. This source provides strong evidence supporting the use of expressive writing as a stress-reduction tool in academic settings.

  1. Poon, A. (2013). Effect of Brief Mindfulness Meditation on Expressive Writing. State University of New York at Albany, ProQuest Dissertations & Theses. https://www.proquest.com/openview/fbc4ed6038dbf17d4b90a7f38017e06b

This explores how brief mindfulness meditation before expressive writing enhances its therapeutic effects. It highlights the relationship between mindfulness and expressive writing in reducing stress and improving emotional stability. This source is valuable as it combines mindfulness and expressive writing, aligning with the theme of stress management.

  1. Pennebaker, J. W., & Chung, C. K. (2011). Expressive writing: Connections to physical and mental health. Oxford Handbook of Health Psychology.

This foundational work by Pennebaker and Chung discusses the psychological and physical health benefits of expressive writing. The authors provide extensive research evidence showing that expressive writing reduces stress, boosts immune function, and enhances emotional well-being. This work is essential for understanding the theoretical framework behind expressive writing and its efficiency.

  1. Baikie, K. A., & Wilhelm, K. (2005). Emotional and physical health benefits of expressive writing. Advances in Psychiatric Treatment, 11(5), 338–346.

This article reviews multiple studies on the benefits of expressive writing. It emphasizes its role in reducing stress and improving emotional health. It provides research and discusses possible mechanisms behind the effects. 

  1. Frattaroli, J. (2006). Experimental disclosure and its moderators: A meta-analysis. Psychological Bulletin, 132(6), 823–865.

This analysis examines over 100 expressive writing studies and identifies key factors that influence its effectiveness, such as writing duration and emotional engagement. The results further prove expressive writing’s positive impact on stress reduction and provide insight into optimizing its practice for different populations.

  1. Smyth, J. M., & Helm, R. F. (2003). Focused expressive writing as self-help for stress and trauma. Journal of Clinical Psychology, 59(2), 227–235.

This study explains how focused expressive writing can serve as an effective self-help tool for managing stress and processing traumatic experiences.  This study shows applications of expressive writing, making it relevant for programs targeting stress reduction among college students.

  1. Park, J., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in reducing test anxiety. Journal of Experimental Psychology: Applied, 20(4), 320–332.

This experimental study demonstrates that expressive writing before exams can alleviate test anxiety, a specific form of stress. The results highlight how expressive writing can enhance academic performance by reducing stress-related cognitive interference. This source is useful for addressing stress in academic settings.

  1. Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life.

Kabat-Zinn’s book introduces mindfulness practices that often complement expressive writing. The connection of mindfulness and writing provides a holistic approach to stress reduction, making this book a useful resource.

  1. Lepore, S. J. (1997). Expressive writing moderates the relation between intrusive thoughts and depressive symptoms. Journal of Personality and Social Psychology, 73(5), 1030–1037.

This article discusses how expressive writing reduces intrusive thoughts and depressive symptoms, particularly in individuals facing significant stress. The research offers insights into expressive writing’s role in managing mental health challenges associated with chronic stress.

  1. King, L. A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27(7), 798–807.

King’s research explores how writing about life goals, found through expressive writing, improves psychological well-being and reduces stress. This article provides an individual perspective on expressive writing’s effectiveness.

  1. Creswell, J. D., & Lindsay, E. K. (2014). How mindfulness training affects health: A mindfulness-stress buffering account. Current Directions in Psychological Science, 23(6), 401–407.

This article connects mindfulness with stress, showing how mindfulness training paired with expressive writing can improve stress reduction. It provides a strong argument for integrating mindfulness into expressive writing practices.

  1. Sloan, D. M., & Marx, B. P. (2004). A closer examination of the structured written disclosure procedure. Journal of Consulting and Clinical Psychology, 72(2), 165–175.

This study studies the practiced expressive writing interventions and their impact on stress. The authors provide valuable recommendations for enforcing expressive writing programs, making this source relevant to college students’ needs.

Posted in Bibliography, Portfolio PRBlog, PRblog24 | 1 Comment

Reflective—RoboFrog

Posted on December 9, 2024 by Robofrog

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

I demonstrated my understanding of the first core value in my Definition Rewrite. I asked Professor Hodges for some help coming up with stuff for the initial draft and did some searching for possible sources I could use in it to aid me in defining “fanfiction”. I then then posted it for feedback which after receiving feedback I did some thinking and reflecting about how to best answer the questions raised by Professor Hodges before proceeding to make revisions to my draft, correcting some grammar errors I found in it and asking for more feedback from Professor Hodges. After receiving the feedback from Professor Hodges I made more revisions.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I demonstrated my understanding of the second core value in my Definition Rewrite. In this I took excerpts from The Sea of Monsters and The Odyssey to analyze and compare the different versions of the cave of Polyphemus.

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

I demonstrated my understanding of the third core value in my Visual Rhetoric Argument. I found a PSA to view without sound and analyze. During the analysis I examined the scenes for clues for what was going on. While doing so I attempted to identify the purpose of the video which was to encourage people to get vaccinated. After analyzing it without sound I watched it with sound and added a portion on how the sound effected the video.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I demonstrated my understanding of the fourth core value in my Causal Rewrite. For this I tracked down information on Greek mythology to support my argument that convenience was the cause for why Riordan used elements of Greek mythology in his series. Examples of this include Medusa and the Nemean lion.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

I demonstrated my understanding of the fifth core value in my Rebuttal Rewrite. In this I disproved Gokli’s arguments by using logical counterarguments and I cited my sources at the bottom.

Posted in Portfolio RoboFrog, Reflective, REGRADED, RoboFrog | 1 Comment

Visual Rewrite-Andarnaurram

Posted on December 9, 2024 by Andarnaurram

0:01. The ad starts with a close up shot of a pair of hands holding a photograph. Immediately the eye are drawn to the bright yellow and black gloves on the pair of hands holding the photo. The hands are also behind the a black race car steering wheel clearly showing that the person in the photo is in a car. The hands are holding the photo at the corners in a way that give the impression whoever is holding the photo is looking down at it. He also shifts his thumb a half inch down the front of the photo making it seem as though he is analyzing it. The gloves are reflecting light which could be the sun, possibly indicating that they are driving in the daytime. The photograph contains a man in a race car looking at a little boy (both white) through his side window. The man looks to be smiling at the young boy. Father and son maybe. The boy’s back is turned to the camera. He is small and wearing a red coat, just as the older man in the car is wearing, possibly indicating that they know each other from before this photo. The image is clear and seems to have a good quality. 

0:02. The image switches to the man holding the photo. The camera is close to is face while he sits in a race car. He is white, maybe in his late twenties and his eyes are closed while his face seems peaceful. He may be thinking or reminiscing. He could be the little boy in the photo, now grown up a race car driving like his father. His blue and white hat says “NAPA” and “RACING” and around his head are some type of restraints that are typically seen in race cars. He starts to breath in then out but it seems purposefully. As is he is forcing himself to breath. Maybe he is calming himself down. Is he about to race? A reflection of a rainbow is seen at the left part of the screen as a reflection of light in the camera. 

0:03. The next image is a close up of a man, possibly thirty. The shot is of his shoulders and up. He has darker skin, maybe Spanish, and has a black beard with short black hair. He is standing up under a white soccer net. The pole of the net seems to be about 3 or 4 feet above his head. He may be a goalie for a soccer team. He is looking intently in front of him with a sort of focused and determined look. The sun is reflecting off his face, showing that the sun is at a position above him but not behind him yet. Behind the net is an overhang of some sort and what seems like banners. The man may be in a stadium, perhaps a professional soccer player. He has a tattoo below his right ear that looks like some sort of symbol. The three neon green strips on his black shirt indicate that he might be wearing some type of uniform. Most likely the goalie for a soccer team at a game. 

0:04. The next image is more of a wide shot of a professional baseball player on the Rays. The player is standing with a black baseball bat in a firm grip of both his hands that have white gloves on them. He is white and has a brown beard and mustache. He is grasping the bat in the middle as he is his analyzing something to his right. The pitcher maybe? He doesn’t seem to be up to home base just yet as there is no one else around him. He could be first up to bat in the inning, waiting for the pitcher to finish his practice pitches. His helmet is black with white letters in the front, TB, and covers his right ear only. We would think he would cover the ear that faces the pitcher when batting. This could indicating that he is most likely left handed, except that he has a sleeve on his right arm, which players typically place on their throwing arms. His uniform is white with the word “Rays” in the middle in navy blue, and what looks like a blue ray bird on his left arm sleeve. His uniform looks to have a Nike symbol on it but his throwing arm sleeve has an Adidas symbol on it. He is about twenty feet from his dugout with what looks like at least two men looking at his back. One is wearing a white shirt with a navy blue hat, while the other seems to be in black and more shadowed. Above the dug out there are blue seats and some are occupied by people. Maybe Rays fans watching the game. 

0:05-0:06.  The ad then shows a scene of a young women laying on her back in an indoor field. She seems to be in the middle of the field as the other side of the building is as least 100 yards away. The camera is filming from at a low angle as we can see the top of her head. She is white with brown hair and is wearing a light blue, long sleeve uniform. She is looking up at the clearing while rolling a white and blue soccer ball up and down her stomach. There are two soccer nets in the background and the walls of the building are white, with a lined pattern. There are bright lights on the top of the building and given its indoor she is possibly laying on a green turf field. There seems to be a recurring theme in the add of different types of sports players in their element. Each one seems to be the athletes either preparing or waiting for something to happen. 

0:07 The ad shows a close up of the same female soccer players face at a different angle. The close up is of the left side of her face. She has her eyes closed and it is clear she has make up on. This could indicate that if she most likely isn’t preparing for a sporting match but demonstrating how she might given that she has make up on. The make up most likely means she got hired to act out her pregame sport routine. 

0:08 The same player is now sitting up in the same spot she was previously in. Her legs are criss-crossed under her and she has the ball sitting on her legs, in between her hands. Her name is written on the screen as Cari Roccaro and under it, it says NWSL. Mostly likely standing for National Women’s Soccer League. She has dark blue leggings on with white cleats. Her hair is up in a pony tail and she is speaking to the camera. Possibly telling us about her career as a soccer player and what she does regarding the sport. 

0:09 A man is getting into a race car through the driver side window. He seems to be in a race car stadium with a big crowd in the seats in the background. Could this be the guy from the first clip? It is hard to decipher who he is as in the clip his back is toward the camera and he has sunglasses on. His race car is white, blue, and yellow as is his uniform. He has short dark hair and seems to be in his late 20s or early 30s. The word “AUTO” is printed in white on the back driver side of the car and there are stickers on the side of the window as well. There is a very big and tall building with to the back left of his car with the numbers 40, 41, 42, 43. The numbers are on both visible sides so we could assume they’re on every side of the building. It is sunny out with a decent amount of clouds in the sky. There is also a man behind the car looking down at what looks like something in his hand. He has headphones on and a similar uniform to the driver so we can assume he is on his team. 

0:10 The next image is the same man in his car fist pumping a guy out his window. It is still difficult to identify exactly who he is as he now has a helmet on. It is defiantly the same guy as the second before because he has the same uniform and the same car. The man first pumping him from outside the car has on a black hat and black jacket with red headphone. These could possibly be noise canceling headphones or headphones that allow him to talk to the driver. The man he’s first pumping could be wishing him good luck and maybe be his coach that will instruct him during his race. The drive immediately give the man a thumbs up after the first pump. 

0:11 The ad shows the next clip being 4 women all embracing each other on a field. Given their white uniform and the green field they’re on, they could possibly be soccer or rugby players. We could assume that because of their smiles and the hugs they are giving to each other that they just scored a goal for their team. They are all white with dark hair, possibly from the same place. One girl begins to point at something in the distance. Maybe its the score board or another teammate across the field. 

0:12. The next image shows about 10 men all in soccer uniforms, standing together with their arms around each other. The men all vary in hight and race but are wearing the same clothes other then one man who we can assume may be the goalie. They are stand in-front of the goal post in front of people we can assume are their fans. This could mean that they are a professional sports team and the banners have various words such as “cauldron, KC, Welcome to the Blue Hell” and each player has a different number on their jersey. After a man in neon yellow grabs the camera close up.  

0:13-0:14. This ad shows a baseball player getting ready to swing at a pitch. This could be the same player as before given the same ear is covered and the same arm has the sleeve. We can see a pattern of previous people shown now actually playing their sport. The player has the name Lowe on his back as he is turned away from the camera. He also has the number 8 on. He is left handed as he is standing on the right side of the base to swing. The catcher is squatted behind him ready to catch the pitch. The player has white pants with a white shin cover and grey cleats. Watching him is the other teams dugout as there seems to be 10 men in the dugout waiting to see if he hits the pitch. Fans are above the dug out as well watching. Lowe swings the bat and hits it towards first base meaning he swung at the pitch too early and has a likely chance of getting out. 

0:15 Lowe is in the next image sitting in front of the camera in his same uniform but instead of the helmet he now has a navy blue hat that still says TB. His name appears on the bottom left screen as Brandon Lowe and under it say’s MLB. He is not sitting at an empty stadium meaning this was filmed before or after that previous hit. His mouth is moving at the camera meaning he is probably discussing something about the game to the audience. 

0:16. In the next second the Ad shows him singing his bat around in a circle. The bat is in his right hand and it seems he is using the circular motion of moving the bat to stretch his arms. He is back in the game as there are people in the stadium and on the Jumbotron. The stadium is indoors and has over head lights so it could be dark. 

0:17 The ad shows Cari Roccaro again but this time she is not sitting but seems to be running and is innately focused on her feet. We can assume since she previously had a soccer ball she is dribbling it around. It is hard to tell as the camera is only showing her shoulders and up. 

0:18. The next image is another girls team all dressed in blue, pink, and orange uniforms. They are all in a circular huddle with their hands all outstretched in the middle. Could possibly be a pregame chant. The uniforms consist of shorts and short sleeve shirts and they all have their hair tied back. As they all seem to exclaim something their hands all simultaneously go downwards and they being to turn around. Each second is a new clip from a different sporting event or person and it seems to show a type of routine before the players play. 

0:19. The ad shows a soccer match as a player in neon yellow comes up to the right of the net and shoots the ball past the defensive player and the goalie. Another neon yellow player to the left of the shooter watches as the ball goes in and after runs towards the player who made the shot. The player who scored runs the opposite direction towards what seems like the right corner of the field. They are in a stadium and the fan behind the net jump up and cheer for the goal. This could mean that the neon yellow team are at their home stadium with supporting fan in attendance. 

0:20. Lowe is in the next clip in the Rays dugout this time. He is walking towards another player with his right hand outstretched. To his left are 3 water jugs with cups for drinking. He touches the hand of another person in the dugout in dark blue but only the hand of the man is visible. 

0:21. The ad shows another soccer match where a bright pink player has the ball about 30 feet from the net. With the ball at his feet and a defender coming towards him, he begins to swing his leg back and kick the ball. The ball is aimed at the left side of the net and as the goalie dives for it, the ball goes past him and hits the back. 

0:23 The previous goalie from the 3rd second of the ad is now sitting on the ground in front of possibly the same net. We can now see his entire upper body and his shirt has a red strip in it that wasn’t visible before. He is in a stadium with many empty seats behind him and he has more tattoos on his arms. His name appears on the bottom left corner, Zach Steffen, and under it says MLS. His shirts has a Colorado symbol and an Apple TV symbol on the left sleeve. 

0:24. An African American player in a green uniform is in the crowd with the stands. He is signing a blonde women’s white shirt which we can assume is an autograph for a fan. Two younger kids are next to the blonde ladies and one is holding a number 1, red, foam finger. It is still daylight out and it is portably after a game. 

0:25-0:27. A racer driver who is most likely the same one as before is sitting and speaking to the camera. He is in the same uniform and same hat as the beginning of the ad. His name is written in the bottom left corner as Chase Elliot and below his name says Nascar. He seems to be in some type of wear house as it looks like tanks and tires are behind him. 

Overview: The Ad speaking on rituals before games as it is important to take care of the body but also your mental health. It shows athletes and their steps to keeping their mind heathy while they play their sport. Many of the people in this video advocate for supporting your mental health. They explain how each person has rituals that can help clear ones mind and keep focused making ones mental health stronger. 

Posted in Andarnaurram, GRADED, Portfolio Andarnaurram, Visual Rewrite | 1 Comment

Reflective – pineapple488

Posted on December 9, 2024 by pineapple488

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

In my work, I demonstrated the recursive stages of exploration, discovery, conceptualization, and development through my process of seeking and incorporating feedback on my short argument essays. After completing my initial definition essay draft, I reached out to my professor for feedback to ensure my ideas were communicated clearly and effectively. This feedback prompted further exploration of concepts like perfect pitch, which I had not fully defined. The process of discovery and clarification led me to refine my ideas, conceptualize them more clearly, and then revise my essay to include a more precise explanation. This cycle of receiving feedback, revisiting concepts, and refining my work allowed me to improve both the depth of my understanding and the clarity of my writing. By engaging in this interactive process, I demonstrated my commitment to growth and development.

Definition Rewrite – pineapple488

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I met the goal of reading critically and synthesizing ideas from various discourse communities by engaging deeply with the texts I studied. In my essay on the importance of early music education, I integrated ideas from various sources, including music education scholars, neuroscientists, and developmental psychologists. For example, I combined Edwin Gordon’s theory of audiation with research on cognitive development and brain plasticity. This synthesis allowed me to draw connections between music theory, child development, and cognitive neuroscience to argue that early experiential music education fosters creativity. By weaving together research from multiple fields, I was able to create a cohesive and well-rounded argument that not only drew on different disciplines but also placed these ideas into meaningful conversation.

Research – pineapple488

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

In my visual rhetoric assignment, I demonstrated my ability to analyze the purpose, audience, and context of a public service announcement about buzzed driving. The video’s purpose was to highlight the dangers of driving under the influence, using the narrator’s perspective to make the issue personal and relatable. The audience, young adults, is specifically targeted, as they are more likely to engage in social drinking and driving. The setting transitions from carefree, sunlit moments to tense, darkened scenes in a bar, illustrating the shift in mood as the narrator becomes intoxicated. The use of symbolic imagery, such as the dandelion representing hope and the reverse footage symbolizing second chances, strengthens the video’s message. This rhetorical analysis helped me understand how visuals and narrative structure influence the audience’s perception of impaired driving.

Visual Rewrite – pineapple488

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I met this goal by rigorously locating, evaluating, and incorporating high-quality evidence to support my claims. For example, I used empirical studies on perfect pitch development and cognitive benefits of early music education to provide a solid foundation for my argument. The study by Diana Deutsch on absolute pitch and research by the Gordon Institute for Music Learning on audiation were critical to my discussion of how early exposure to music education enhances cognitive and musical development. I ensured that the sources I used were credible, relevant, and directly applicable to my argument, weaving this evidence seamlessly into my paper to reinforce the importance of experiential music education.

Bibliography – pineapple488

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation. 

In my work, I respected my ethical responsibility to represent complex ideas fairly and cite my sources appropriately. I ensured that each source I referenced, whether it was a direct quotation or paraphrased idea, was properly cited using APA formatting. I made sure to give credit to authors such as Edwin Gordon and Diana Deutsch, whose research informed my ideas on audiation and perfect pitch. Furthermore, I made a conscious effort to present opposing viewpoints, such as the value of music theory, with fairness and clarity, acknowledging their significance while making the case for an alternative approach based on experiential learning. This ethical consideration ensured my writing was both credible and respectful of the intellectual contributions of others.

Research – pineapple488

Posted in GRADED, Pineapple448, Portfolio Pineapple, Reflective | 1 Comment

Bibliography – pineapple488

Posted on December 9, 2024 by pineapple488

1. Audiation. GIML The Gordon Institute for Music Learning. (n.d.). https://giml.org/mlt/audiation/ 

  • Background: This article provides a thorough overview of audiation, a term coined by music educator Edwin Gordon, which refers to the process of mentally hearing and understanding music in the mind without the sound being physically present. Audiation is a fundamental concept within Gordon’s Music Learning Theory (MLT), which emphasizes that music is learned through active listening, mental manipulation of sound, and personal musical experiences. The article outlines the stages of audiation and its importance in developing musical competence, particularly for young children.
  • How I used it: This article was essential in introducing the concept of audiation—the ability to hear music mentally without external sound. My essay uses this source to argue that audiation is a foundational skill in music education, particularly in young children. The essay emphasizes that audiation is not just a precursor to formal music theory but a central process that allows children to develop an internal understanding of music before they engage with written notation or complex theory. By referencing this source, I was able to highlight how music learning that prioritizes audiation supports creativity, improvisation, and fluency, which are vital for early music development.

2. Bamberger, J. (1991). The Mind Behind the Musical Ear: How Children Develop Musical Intelligence. Harvard University Press. 

  • Background: This book by Judith Bamberger focuses on the cognitive and developmental aspects of musical learning, particularly in children. Bamberger explores how children develop musical intelligence through active engagement with music, including the roles of perception, action, and interaction. She argues that music learning is an integrated process that involves both cognitive and emotional development, and that children’s musical understanding grows through active participation rather than passive reception of information.
  • How I used it: Although not directly quoted in the essay, Bamberger’s work was used to support the argument that early music education should be centered on hands-on, interactive learning experiences (such as singing, listening, and improvisation) rather than theoretical instruction. Her research on how children develop musical intelligence through their auditory experiences aligns with my essay’s thesis that audiation (the internal hearing of music) is a critical skill that should be developed early on. The essay could have referenced Bamberger’s insights to reinforce the idea that music education at an early age should focus more on fostering active musical engagement and cognitive development than on formal theory.

3. Can Perfect Pitch Be Learned?. Lundin, R. W. (1963). Music Educators Journal. https://doi.org/10.2307/3389949 

  • Background: This article by R.W. Lundin explores the question of whether perfect pitch (the ability to identify or recreate a musical note without reference) can be developed through training. Lundin presents findings from studies that indicate perfect pitch can indeed be learned, particularly through early and intensive musical training. The article highlights experimental studies and practical methods used to develop this rare ability.
  • How I used it: This article supports the essay’s argument that early music education, particularly ear training and active listening, can lead to advanced musical abilities such as perfect pitch (absolute pitch). Lundin’s findings are used to emphasize that children who undergo early and focused music training are more likely to develop the ability to recognize pitches with precision, a skill that benefits overall musicality. The essay draws from this source to assert that introducing young children to music in an engaging, auditory-focused way increases the chances of acquiring such abilities, demonstrating that early exposure to music has lasting benefits on cognitive and musical development.

4. Deutsch, D. (n.d.). 5 absolute pitch – Diana Deutsch. https://deutsch.ucsd.edu/pdf/PsyMus_3_Ch5_Absolute_Pitch.pdf.

  • Background: Diana Deutsch is a leading researcher in the field of music psychology, particularly known for her work on auditory perception and music cognition. This article focuses on absolute pitch (also known as perfect pitch) and discusses the factors influencing its development, including genetic predisposition and early musical training. Deutsch’s research outlines how early exposure to music can lead to the development of perfect pitch, especially when intensive ear training is involved during a child’s critical developmental years.
  • How I used it: This source is referenced to bolster the argument that perfect pitch (absolute pitch) can be acquired, and that the best time for this is during early childhood. The essay uses Deutsch’s research to highlight the critical role of early musical exposure and auditory training in developing absolute pitch. Deutsch discusses how musical training, particularly at a young age, influences the brain’s auditory processing abilities. My essay cites this source to argue that music education that emphasizes ear training and listening—not just theoretical knowledge—supports the development of heightened auditory perception and cognitive skills such as pitch recognition, which are foundational for later musical expertise.

5. Deutsch, D. (2013). Psychology of Music. Diana Deutsch – Psychology of Music. https://deutsch.ucsd.edu/psychology/pages.php?i=601.

  • Background: In this detailed work, Diana Deutsch explores various facets of music cognition, with a particular focus on how the brain processes musical sounds. She discusses concepts like auditory memory, pitch recognition, and the phenomenon of absolute pitch. The book provides scientific explanations of how early and prolonged exposure to music helps shape cognitive processes, including auditory discrimination and memory.
  • How I used it: Deutsch’s work is cited to support my essay’s argument that early, sustained exposure to music significantly influences cognitive processes, especially in auditory perception. The essay uses Deutsch’s research to explain how early engagement with music trains the brain to process sound more efficiently, leading to improved abilities in pitch recognition, musical memory, and auditory attention. The essay specifically draws on Deutsch’s work to make the case that focusing on auditory training through active listening, singing, and music-making is more effective in fostering long-term musical development than early reliance on formal music theory or notation.

6. Gordon, E., E. (2013). Music learning theory for newborn and young children E. Edwin Gordon. G.I.A. publications.

  • Background: This work by Edwin Gordon outlines his Music Learning Theory (MLT), which presents a comprehensive approach to music education that focuses on how children learn music through listening and active engagement, rather than through rote memorization or formal notation. The theory emphasizes audiation as the core process in developing musical skills, suggesting that children first learn to hear music in their minds before they can read or write music. The book provides strategies for teaching young children based on developmental stages.
  • How I used it: This book by Edwin Gordon is crucial in the essay’s explanation of Music Learning Theory (MLT), which emphasizes the role of audiation as central to musical development. The essay cites Gordon’s work to argue that children should first engage with music through active listening, singing, and improvisation, rather than immediately focusing on theory. Gordon’s theory, which is built around the concept of audiation, provides the philosophical and pedagogical foundation for the essay’s claim that experiential, auditory-based learning is superior to early theoretical music instruction. My essay highlights Gordon’s position that the development of audiation skills precedes and is more important than learning to read musical notation, thereby prioritizing musical experience over abstract music theory.

7. Gordon, E. (2012). Learning Sequences in Music: A Contemporary Music Learning Theory. GIA Publications, Inc.

  • Background: This book by Edwin Gordon provides an in-depth look at the structured learning sequences that children go through as they develop musical skills. It introduces the concept of “learning sequences” that begin with the most basic auditory discrimination and progress to more advanced concepts like music theory and performance. The book also explains how children develop musical competence through listening and active participation in music before formal notation is introduced.
  • How I used it: This book is used to highlight Gordon’s structured approach to music education, which advocates for specific learning sequences that begin with basic auditory experiences and progress to more complex skills like reading and writing music. My essay refers to Gordon’s sequences to reinforce the argument that music education should follow a developmental path that starts with audiation and gradually introduces theory as children are ready. The essay also draws upon Gordon’s theory to argue that early music education should focus on engaging children in music-making through improvisation, listening, and singing, which builds a strong foundation for later music theory understanding.

8. Hanna-Pladdy, B., & Mackay, A. W. (2011). The Relation Between Instrumental Music Training and Executive Functioning. Neuropsychology, 25(3), 377–388. https://www.semanticscholar.org/paper/The-relation-between-instrumental-musical-activity-Hanna-Pladdy-MacKay/48b2c5cf626b357333c31d686730feefd647ec70

  • Background: This research article examines the cognitive benefits of instrumental music training, specifically focusing on how it influences executive functioning skills such as attention, working memory, and cognitive flexibility. The study found that children who engage in instrumental music training demonstrate enhanced executive functioning skills compared to those who do not, suggesting that the brain’s executive functions are positively affected by musical training.
  • How I used it: Although ultimately not quoted in the essay, Hanna-Pladdy and Mackay’s study could have been referenced to further support the argument that music education, particularly in the early stages, plays a significant role in fostering broader cognitive development. My essay emphasizes that music education (especially auditory and active music-making practices) improves cognitive abilities such as memory, attention, and executive functions. This study provides empirical evidence to support the claim that music training—beginning in early childhood—has long-lasting positive effects on cognitive development, making it an essential component of early childhood education.

9. Hargreaves, D., & Lamont, A. (n.d.). The Psychology of Musical Development. Cambridge Core. https://www.cambridge.org/core/books/psychology-of-musical-development/C6BADF11A36C530CAFD496CB5379D2FB 

  • Background: This work provides a psychological perspective on how children develop musically, considering cognitive, emotional, and social factors that influence musical growth. The authors focus on how music education can enhance a child’s cognitive abilities, such as memory, attention, and problem-solving, and how these abilities can be fostered through different teaching methods.
  • How I used it: The essay uses Hargreaves and Lamont’s work to explore the psychological and cognitive benefits of early music education. Specifically, the article is referenced to support the claim that music education enhances cognitive abilities like memory, attention, and problem-solving. The essay draws from their research to argue that early exposure to music doesn’t just develop musical skills but also supports overall cognitive development. This source is used to further justify the importance of an experiential, listening-based approach to music learning, asserting that music education can lead to broad cognitive benefits that extend beyond music itself.

10. Hargreaves, D. (2021, May 4). Musical Development and Learning: The international perspective. British Journal of Music Education. https://www.academia.edu/48275238/Musical_development_and_learning_The_international_perspective

  • Background: Hargreaves’ article presents an international perspective on musical development, comparing music education practices across various cultures and regions. It explores how different educational systems foster musical development and the cognitive and social outcomes of early music education.
  • How I used it: This article is used to demonstrate that the principles of music learning are universally relevant and beneficial, regardless of cultural or educational background. The essay references Hargreaves’ work to argue that the early music education practices emphasized in Western contexts, such as those focusing on auditory and experiential learning, can be universally applied to foster cognitive and emotional development. The article helps support my essay’s global argument for the importance of music education, particularly when the focus is on engaging children through listening and active participation.

11. Miendlarzewska, E. A., & Trost, W. J. (2014, January 20). How musical training affects cognitive development: Rhythm, reward and other modulating variables. Frontiers in neuroscience. https://pmc.ncbi.nlm.nih.gov/articles/PMC3957486/ 

  • Background: This article reviews research on how musical training affects various cognitive functions, including memory, attention, and executive function. The authors examine the impact of rhythm, auditory perception, and music-related cognitive rewards, showing how musical training influences brain development.
  • How I used it: My essay draws on Miendlarzewska and Trost’s review to support the claim that early music education has long-term cognitive benefits, including enhanced memory, attention, and executive function. The research is cited to argue that early exposure to music, particularly through rhythm and auditory training, can have far-reaching impacts on cognitive development. The article is used to substantiate the essay’s argument that music education, by engaging the brain in complex auditory processing, plays a critical role in supporting overall cognitive development and academic success.

12. Music Theory: Basics and Fundamental Concepts. Avid. (n.d.). https://www.avid.com/resource-center/music-theory 

  • Background: Avid’s resource offers a primer on the fundamentals of music theory, including the structure of scales, chords, rhythm, and harmony. It is designed as an educational tool to introduce beginners to music theory concepts.
  • How I used it: While the essay critiques an early focus on formal music theory, this source is used to introduce the basic concepts of music theory as a rebuttal to the essay’s primary argument. The essay uses the Avid resource to explain that music theory is important for literacy in music but makes the case that focusing on it too early, especially before developing a strong foundation in audiation, can stifle natural musical creativity. The essay refers to this source to highlight the differences between music theory (a more abstract, conceptual discipline) and audiation (a more intuitive, practical skill), suggesting that early education should prioritize the latter.

13. Reimer, B., & Webster, P. R. (1989). A Philosophy of Music Education. State University of New York Press. 

  • Background: Bennett Reimer’s influential work in music education philosophy stresses the importance of understanding music theory and its role in developing musical literacy and cognitive skills. The book advocates for a more intellectual approach to music education, focusing on the role of theory in helping students understand music in a deeper way.
  • How I used it: This source is used to present a counterpoint to the essay’s main argument. Reimer’s work supports the idea that music theory is an essential component of music education, even in early childhood. The essay references this source to acknowledge the argument that understanding music theory is important for developing musical literacy and discipline. However, it uses this source to critically engage with the idea that theory should be emphasized over experiential learning. The essay suggests that while Reimer’s ideas are valuable, they should be balanced with a more audiation-focused approach in the early stages of music education.

14. Schellenberg, E. G. (n.d.). Music and Cognitive Abilities. https://journals.sagepub.com/doi/10.1111/j.0963-7214.2005.00389.x

  • Background: This article examines the relationship between music training and various cognitive abilities, such as memory, attention, and executive function. It presents a review of empirical studies showing that music training, particularly in childhood, has a positive impact on cognitive development, both in the short- and long-term.
  • How I used it: Schellenberg’s research is referenced to further support the claim that music education enhances cognitive abilities such as memory, attention, and executive function. I used this source in my essay to provide additional evidence that music education (focusing on auditory skills) has broad cognitive benefits. Specifically, Schellenberg’s work is used to underscore the importance of music training in early childhood for the development of key cognitive skills that extend beyond the music classroom, making a case for why music education should be prioritized.

15. Small, C. (1998). Musicking — The Meanings of Performing and Listening. https://www.tandfonline.com/doi/abs/10.1080/1461380990010102 .

  • Background: Christopher Small’s book takes a sociological and philosophical approach to music, arguing that music is not just a set of technical skills but a social and performative act. Small’s ideas challenge the focus on music theory and instead emphasize the social, emotional, and expressive dimensions of music.
  • How I used it: Small’s work is used to critique the overemphasis on music theory in traditional music education. My essay draws from Small’s perspective to argue that the process of “musicking” (actively performing and listening) is the heart of music education, not the study of theoretical concepts. Small’s ideas about the performative, social, and emotional aspects of music-making are invoked to challenge the notion that music education should primarily be about intellectual or theoretical understanding. The essay uses Small’s ideas to call for a more holistic approach to music education that emphasizes active engagement with music over the abstract study of theory, especially for young learners.

Posted in Bibliography, GRADED, Pineapple448, Portfolio Pineapple | 1 Comment

Visual Rewrite – pineapple488

Posted on December 9, 2024 by pineapple488
  • 0:00/0:01 – Two people are seen laying on a hammock holding hands. The angle shows their legs and lower torsos, so we can imagine that the camera is showing us the perspective of what one of the people is seeing. On the left side of the hammock appears to be a young man, perhaps in his late teens or early twenties. The camera angle makes it clear that the clip is being filmed from his perspective, so I will refer to him as the narrator. The person on his right appears to be a young woman of about the same age. She has one of her legs crossed over his and her torso is turned to face his right side. Their arms are crossed with one another’s and their fingers are interlaced. The narrator has his left hand laying carelessly on his stomach. Both people appear to be at peace. Past the end of the hammock, we can see a tree full of green leaves, with sunlight and a bright blue sky peaking through the branches. It appears to be early summer or late spring. The narrator on the left of the hammock is wearing shorts and a tee shirt. The girl on the right is wearing shorts as well with a long sleeve shirt. Both people are wearing bright colors and their styles appear modern. Both people are barefoot. These details suggest that they are happy and don’t have any sort of worries on their minds. They both seem to be comfortable with each other as well as there are no signs of tension in their body language. 
  • 0:01/0:02 – The camera angle changes and shows the girl from the first clip laying on the hammock, looking up at the sky and then turning her head to face the camera. She turns to her left, signifying that she is looking at the boy laying next to her and the video is still being shot from his perspective. She has a carefree, almost dazed smile on her face, indicating she feels at peace. She is not wearing any visible makeup and her red hair is pulled back in what appears to be a messy braid, giving her a look of youthful innocence. The sun is shining on her and she looks happy as she looks at the boy lying next to her, presumably her boyfriend.
  • 0:02/0:03 – In this clip, the setting changes completely from what we remember from the previous frames. It opens from the perspective of a man, assumingly the same one from the hammock clips. The camera angle is facing/the narrator is looking downwards at a sidewalk with green grass on either side of it. We can see his leg in the frame as well as the legs of two people side by side on the sidewalk in front of him. All three appear to be wearing athletic sneakers. We can see these people’s shadows as well, which tells us it is a sunny day, and we can also tell by the positions of their shadows and the way their legs appear to be moving that all three people are running. The camera pans upwards, and we can now see the full bodies of the two people running in front of the narrator. They are both males and seem to be about the same ages as the other characters, most likely in their late teens. We can see more of the scenery as well and it is clear that the characters are in a park. The weather and season seem to be the same as the first clips, with a blue sky and green leaves on the trees. 
  • 0:03/0:05 – In this clip, we are now indoors in what appears to be a family room. As the clip opens, the viewer’s attention is automatically focused on a T.V. screen in the center of the frame where a virtual soccer game is being played. Between the camera and the T.V., we can see a pair of male hands holding a video game controller. The angle suggests that once again the camera is filming from a man’s perspective, and based on the height of the angle, he appears to be sitting on a couch. There is a table in front of him with a pizza box and a rectangular wooden box with a remote controller and some other random objects. The camera angle rotates to the left as the narrator turns his head, and we can see more of the room. There is a keyboard, what appears to be paintings on the wall, a bookshelf and stacks of books in the corner of the room. There are two windows with the curtains drawn and sunlight coming in through the shade. As the perspective continues to pan to the left, the T.V. is no longer in view and we now see two boys who appear to be in their late teens. One is sitting on the couch to the left of the narrator, and he is also holding a video game controller. The second boy is sitting on a chair to the other boy’s left. Both are looking at the T.V., and the boy holding the controller appears to be very focused on the screen and slightly anxious, with pursed lips and raised eyebrows. Both boys are leaning forward towards the screen rather than laying back and relaxing. The boy farther from the narrator has his mouth open in what appears to be excitement and is waving his hands up and down. He turns towards the other boy and nudges his shoulder with his elbow while the boy on the couch turns toward the narrator, makes a fist with one of his hands, and seems to be yelling in excitement. Both of the boys seem happy.
  • 0:05/0:06 – This clip shows three people holding what look like toy microphones. There is a fourth microphone at the bottom of the screen that looks like it is being held by the narrator. The are two young women, one to the right and one in the center of the screen. They are both holding the microphones to their mouths and have their eyes closed and their mouths wide open. They appear to be singing loudly. There is a young man to the left of the screen who also has his mouth open, but he does not appear to be singing. He has his arm extended forward and is holding a microphone out pointed towards the narrator. All three of the people are standing fairly close to the camera. There is a blue curtain behind them with flecks of yellow light shining on it. The yellow lights are moving, and they seem to be coming from some sort of spinning ball. The room they are in is dark, but there is a bluish green light on the characters. They seem to be at some sort of party, and all of them look like they are having a really good time. 
  • 0:06/0:07 – This clip is very short and fast. It opens with a shot looking directly up at the sky, with the tops of trees visible at the bottom and side of the screen and a light fixture visible with a clear blue sky behind it. There is a tennis ball in the air, and as it comes down a tennis racquet appears and swings at the ball. The camera moves with the racquet as if the narrator turned their gaze and shifted their body weight in time with the swing. The clip transitions into another clip as the narrator is now swinging a fishing pole out towards a lake. They are grasping the bottom of the pole with their left hand, and the top of the pole moves from their right hand out towards the open water. The water appears to be a small lake, and trees and other plants are visible to the right and in the background of the clip. There are clouds in the sky but the image is still bright. Everything seems very peaceful and carefree. Nothing seems to be out of place or causing any sort of stress.
  • 0:07/0:08 – This clip is visually a stark contrast of the previous. The narrator now appears to be in a bar. It is dark in the room, but there are some multi-colored string lights in the background as well as a light up cocktail sign. There is a pool table taking up the majority of the frame, with a dim overhead light above it. The narrator is standing by the corner of the table holding a pool stick. The redhead girl from the hammock clip who the narrator is most likely dating is standing towards the other end of the table holding a pool stick along with a glass beer bottle. There are two other people around the table as well, also holding drinks, and the three of them are looking down at the table watching as the narrator shoots the cue ball and makes a red ball into one of the pockets. There are still several other balls on the table, so it is clear that the friend group is in the middle of the game. The clip changes, and the narrator is now standing in front of the girl with the red hair. She is looking up towards the camera at him, and she moves her hand over her mouth as she smiles and laughs, once again giving her a look of carefree innocence. The other two characters are visible in the background as well, as one of them smiles while the other reaches out to her, probably for a high five. They all seem like they are having a good time with one another, drinking and playing pool with people they are clearly comfortable with. 
  • 0:08 – This is another very short clip. It takes place outdoors in the daytime with a bright blue sky and trees with green leaves in the background. The narrator’s arm is in the center of the frame, pointing up towards the sky. In front of him there is another boy who is jumping up with his hands in the air, shooting a basketball as the narrator attempts to defend his shot. The camera angle moves upwards as the narrator follows the basketball with his eyes. Both boys are wearing short sleeves and it appears to be spring time. 
  • 0:08 – Once again, this clip is incredibly short. It takes place while the sun is setting, with a city skyline in the background. The narrator appears to be on some sort of rooftop. There are several characters standing in front of him, all with smiles on their faces. One of them appears to be clapping. It is not clear what exactly is happening in this clip, but it is clear that everyone is happy. 
  • 0:08/0:09 – Here the narrator is underwater in a pool. The clear blue water is moving around him as the characters splash in the pool. The narrator resurfaces and we can see that he is in a backyard with his friends, at least one of them in the pool with him and two sitting outside on a lounge chair and the pool edge. 
  • 0:09 – This clip takes place back in the same bar from earlier. The narrator is standing in a circle with a few of his friends, and once again they all seem to be smiling and having a good time. They are all holding drinks and they clink their glasses together in the middle of the circle. 
  • 0:10/0:12 – In this clip, the narrator places his empty glass down on a table before grabbing his car keys. The camera angle then moves upwards as he looks away from the table and looks at himself in the mirror. This is the first time we see the narrator’s face. He is not smiling like you would expect from the rest of the clips. Instead, he looks tired, dazed, and unsure as he gives himself a slight nod in the mirror. We can see in the background that he is still in the bar and several of his friends are around, but not in the narrator’s vicinity. 
  • 0:12/0:14 – Here, the narrator is now outside and it is dark. He is looking down at a grey car and pulls the handle of the driver’s side door to let himself in. The viewer knows from the previous clips that the boy is intoxicated and should not be driving, so this scene feels tense. 
  • 0:14/0:15 – In this clip the boy makes eye contact with himself in the rearview mirror. His eyelids are droopy and he looks exhausted. He definitely does not appear to be fit to drive. 
  • 0:15/0:17 – This clip shows the narrator’s view as he is driving down a city street. It is most likely the middle of the night, and although the area looks like it would typically be well populated, there is almost nobody else around other than one car on the road that is coming towards him in the opposite lane. We can see on the dashboard that the narrator is only driving at about 20 miles per hour. He is driving through an intersection with a green light, but at the last second, the car coming towards him decides to make a left turn right in front of him. Because he has been drinking, his reaction time is delayed, and he does not seem to hit the break. The clip ends before he hits the other car. 
  • 0:17/0:19 – Next, the screen goes completely black for a couple seconds. This gives the viewer the impression that the narrator is unconscious, based on the results of the previous clip and how it is implied that the two cars collided. 
  • 0:19/0:22 – The next several seconds consist of many of the previous clips playing out in reverse. The car scene plays, but in reverse so that both cars are moving backwards, away from one another. Then there is a clip of the narrator holding hands and walking in the grass with his girlfriend, clearly from the same day as the hammock clip because she is wearing the same clothes. This clip is also in reverse as the two characters appear to be walking backwards. There are shots of a beach with the waves retracting towards the ocean that once again shows these clips are in reverse. Then the screen lights up with a quick flash of orange and yellow light. There is another shot of the boys playing basketball, this time with the character dribbling the ball rather than shooting. Then, the same clip from earlier plays of the boy opening his car door. This one is not in reverse, however there is then another flash of orange and yellow light, before we see a different view of his car. In this one, he is standing further away from it, approaching it and unlocking it with his key. There is an image of the side of his girlfriend’s face as he tucks her hair behind her ear at the beach, there is an image of the sky as he looks up at it through trees, there is another flash of orange and yellow light, and imagine of a hand on the trunk of a tree, all of these images come in short bursts. We then see exit signs as the narrator appears to leave the bar, and then the same clip from earlier plays of him setting down his glass on the table next to his car keys. Finally, there is a longer clip of the narrator’s girlfriend blowing the seeds of a dandelion towards him. They appear to once again be on the hammock. This clip feels much happier than the previous ones, and it is interesting because dandelions are typically a symbol of hope and resilience. 
  • 0:22/0:24 – This clip once again shows the narrator in the bar, looking down at a table with his empty glass, but this time his car keys are not in view. Instead, he is holding a cell phone, and the screen of which makes it clear that he ordered an Uber or some other driving service to come pick him up. It shows a map with his location and says that the driver will be arriving in six minutes, which then ticks down to five before he puts his phone down. 
  • 0:24/0:27 – The words “Buzzed driving is drunk driving.” appear across the screen. 
  • 0:27/0:30 – The words “Don’t drive buzzed.” appear.

In this video, the filmmakers use a combination of visual techniques, narrative structure, and symbolic imagery to communicate the dangers of impaired driving, specifically addressing the consequences of “buzzed driving.” The initial series of clips presents a carefree and joyous atmosphere, with the narrator engaging in various activities with friends and a romantic partner, such as lounging in a hammock, playing basketball, and enjoying a social setting. These moments are shot from the narrator’s perspective, helping the audience connect with his sense of happiness and freedom. The vibrant, sunlit scenes evoke a sense of youthful innocence. However, this lighthearted mood shifts as the narrator transitions to a bar, where the mood grows more tense and the camera emphasizes his signs of intoxication. The filmmaker deliberately contrasts these two tones, using the darker, more somber bar scenes to highlight the shift from carefreeness to recklessness. The pivotal moment occurs when the narrator is seen preparing to drive, intoxicated, and the camera lingers on his fatigued expression, suggesting that he is unfit to drive. The reverse footage that follows serves as a powerful rhetorical device, symbolizing the possibility of rewinding time and making a different, safer choice. The flash of orange and yellow light throughout these sequences represents a moment of clarity and realization, while the dandelion scene, a symbol of hope, offers a sense of redemption as the narrator ultimately chooses not to drive under the influence. The closing message, “Buzzed driving is drunk driving,” reinforces the film’s core message: driving after drinking, even slightly, can lead to disastrous outcomes. The use of a cell phone to order an Uber signals a positive behavioral change, positioning it as a responsible alternative. Through these narrative and visual choices, the filmmakers effectively use rhetoric to shift the viewer’s perception, urging them to rethink impaired driving and make safer decisions.

Posted in Pineapple448, Portfolio Pineapple, Visual Rewrite | 1 Comment

Causal Rewrite – Who’s On First?

Posted on December 9, 2024 by Who'sOnFirst?


Causal Rewrite – Who’s On First?

Our Evolutionary and Biological Response to New vs Familiar Music

While many people claim to be in the market for new music, the reality is that familiarity plays a significant role in how much we enjoy the music we listen to. This makes sense because everything in evolution and our biological behavior points to sticking with the familiar and avoiding anything new. Sticking with the familiar is rooted in our biology and evolutionary history, which prioritize safety and predictability over novelty.

This tendency to prefer familiar music can be traced back to our evolutionary instincts. Any creature you study shows relatively the same behavior, we are scared of the unknown. As biological beings that have evolved over many years it is in our nature to sort anything we classify as new or unfamiliar into the category of potentially being dangerous. This instinct has helped us avoid danger and injury. You can see this with animals all the time. Any time they are presented in a new environment or a new object is placed in their environment, (for example, a camera in a yard or even a new bird feeder) they are naturally wary of it. In other words, unfamiliar objects, animals, or environments are often perceived as threats until proven otherwise.This is good from an evolutionary perspective because it keeps us safe from potential unknown dangers over millennia. However, this is a hindrance to those in the market for new music because our natural instincts lead us away from anything unfamiliar. 

In relation to music, our natural instinct to avoid the unknown works against our willingness to explore new sounds or genres. People might say they’re looking for new music, but they’re often hesitant to embrace unfamiliar tunes or albums, especially those from genres they’ve never encountered before. This instinctual preference for familiarity can make it harder for us to enjoy music that feels foreign or dissonant. New music often requires more cognitive effort to process, and our brains are wired to seek out what we already know. This is why some people may find it unpleasant to simply listen to a new album, especially one that is of a new genre the listener is unfamiliar with. 

On the other hand we like things that are familiar to us. For example, a dog placed in a room with its current owner who may beat the dog and a stranger, the dog will choose to go to the aggressive owner, rather than the stranger. Even though the owner is not a good one, it’s all the dog knows and we prefer what we know over what we don’t know out of the fear that the new one could be even worse than what we know. On a more positive note, this is also shown through skin to skin contact. After a woman gives birth to a baby, doctors will place the newborn on the mothers chest. As stated by the Baby Friendly Initiative, this “regulates the baby’s heart rate and breathing, helping them to better adapt to life outside the womb.” Both the baby’s and the mothers stress goes down with skin to skin contact because both mother and baby are used to constant contact from when the baby was in the womb. They are familiar with the touch and even smell of each other so it calms both of them to be with what they know. The same thing happens when we listen to music that is familiar to us, we feel comforted by familiarity. It lights up a part of our brain and engages the neural pathways that are comforted by familiarity and causes us to enjoy music that is familiar to us far more than music that is new.

Now it may be said that this can’t be true because people and animals do and try new things all the time or else we’d all be stuck in some strange time loop, doing the same things over and over again for all eternity. However, this argument has a few holes. While yes, we may occasionally try something completely new, it is much more likely that we try something that may be new to us but we have seen other people do or try the same thing. This is smart from a biological perspective because if one neanderthal saw another eating something and dying because of it, we would rightly stay away from said food. Similarly, if a neanderthal saw another eat something and be fine or enjoy it, we would be much more likely to try it although it may be new to us. This applies to music choice because we may be more likely to listen to music that friends say they listen to, but this still exudes a sense of familiarity. For example, maybe the friend plays it in their car or occasionally hums the tune, either way, knowing someone that we know and like listens to a certain type of music makes us more likely to listen to it.

This is also seen in the way genres come and go over time. If people truly loved songs just for what they were then we would see much more diversity in song type. However, we see an almost generational shift of genre come and go over time. Popular songs are created by sounding like other songs of the same genre. You may hear an older person say that music nowadays all sounds the same, (and vice versa from a younger generation to an older) and that may have more truth than we realize. “We show that although consumers say they would prefer to listen to unfamiliar music, in actuality familiarity with music positively predicts preference for songs, play lists, and radio stations.” Songs that sound similar to other songs we normally listen to influences our music choice. And others are even able to predict what we will choose to listen to by what we already do listen to, which disproves the whole new music idea.

People may also say that they have listened to a new song or album and loved it immediately. However, this could be for a plethora of reasons. For example, it could be a popular song at the time so it has been played a lot on popular radio stations or in public places. Or, it could have similar characteristics to other songs like the same chord progression, (The way Memories by Maroon 5 has the same chord sequence as Canon in D) or is simply representative of the popular genre at the time.

In conclusion, our preference for familiar music is deeply rooted in our evolutionary biology. The tendency to avoid the unfamiliar and stick with what we know has been beneficial for survival, but it also influences our music preferences. While we may occasionally explore new genres or artists, we are more likely to embrace music that feels familiar, whether through personal experience, peer recommendation, or cultural trends. This preference for familiarity explains why people often gravitate toward songs and genres that resemble the music they already know and love. As a result, even in a world flooded with new music, we continue to return to the comfort and predictability of the familiar.

Links 

“Skin-to-skin contact – Baby Friendly Initiative” Skin-to-skin contact. 9 December 2024. 16 November 2024.

“Music and Emotions in the Brain: Familiarity Matters | PLOS ONE” Salimpoor, V. N., Benovoy, M., Longo, G. L., Cooperstock, J. R., & Zatorre, R. J. (2011). Music and emotions in the brain: Familiarity matters. PLOS ONE, 6(10), e25738.

Posted in Causal Rewrite, Portfolio Who'sOnFirst?, Who'sOnFirst? | 2 Comments

Reflective-Taco491

Posted on December 9, 2024 by taco491

Core Value 1. My work demonstrates that I used a variety of social and interactive practices that involve recursive stages of exploration, discovery, conceptualization, and development.

As I reflect upon all my writings from high school, I realize that writing has never really been a passion for me. I would get the assignment, complete it, and be done with it. Revising was never a thought, but with this class it was the opposite. First off, being able to write about a topic of my own interest allowed me to enjoy what I was writing about as well as helped me to critically think about each paragraph I wrote. As I dove deeper into my topic, discovering sources slowly, it showed me that writing should not be just a one and done assignment. It showed me that improvement can happen, for writing is a multi-stage process.

For example, after revising my definition argument, I realized that revising is definitely the answer to improving a piece of work. Nothing is ever perfect, especially writing, so with redoing my argument and taking in feedback, it allowed my essay to flourish just a little bit more.

Another thing I did not take into account is how many social interactions I would have with my professor and even some friends. I would constantly talk to others to spin some ideas and with this I was able to expand on my writing. I changed my hypothesis a lot, but with my professors help, I was able to finally come up with a concise argument worthy of my attention. The differences from my definition argument and its revision is very apparent, which is thanks to exploring my topic more and having conversations with my professor and friends.

Core Value 2. My work demonstrates that I read critically, and that I placed texts into conversation with one another to create meaning by synthesizing ideas from various discourse communities. 

I was able to achieve this core value through my rebuttal argument, where I compared two opposing viewpoints: encouraging an athlete to pursue their dream of becoming a professional is beneficial versus it being harmful. To craft a persuasive argument that encouraging athletes could actually be harmful, I had to take a deep dive into both sides of the debate. This required not only understanding the benefits of encouragement but also identifying the potential negative consequences that might arise from pushing athletes to follow a path that may not align with their best interests or personal well-being.

Going through a lot of articles was both challenging and fun. I had to make sure I understood each article thoroughly so I wouldn’t misrepresent any of the ideas. I found it interesting to flip between different perspectives and figure out how to present them in a way that made my argument stronger. I had to be careful to read each source closely to ensure my argument was accurate and meaningful, so I wouldn’t lose the core of what I was trying to say. By doing this, I was able to build a strong, persuasive argument while making sure my points were clear and backed up by reliable sources

Core Value 3. My work demonstrates that I rhetorically analyzed the purpose, audience, and contexts of my own writing and other texts and visual arguments.

In my research paper, I successfully applied Core Value 3 by remaining focused on my purpose, audience, and context. As I mentioned earlier, I realized that simply writing a paper and being done with it is not enough. I understood that in order to craft a strong argument, I needed to ensure it resonated with the audience. Considering who would be reading my work and how it would relate to them was crucial, as it allowed me to engage more deeply with the writing process. Maintaining the audience’s attention while staying true to my argumentative purpose was a key goal. That’s why I carefully considered all the feedback from my professor and incorporated it into my writing to strengthen my argument and connection with the readers.

Core Value 4: My work demonstrates that I have met the expectations of academic writing by locating, evaluating, and incorporating illustrations and evidence to support my own ideas and interpretations.

I was able to accomplish this core value with my causal argument. By looking at a variety of sources I was able to find a lot of statistics and studies that helped to get ideas out. Finding sources to help this writing was not as hard as the rebuttal argument, but it was definitely still hard to gather sources that not only somewhat helped my argument, but finding how it even correlated. My argumentative topic was very difficult because I could find no sources that pertained to the side I was writing for. With that being said, I had to start from scratch; I had to bring sources together in order to create an idea. I put in a lot of effort to find reliable studies and other resources, knowing that they were crucial to helping my readers understand my claims and the reasoning behind them.

Core Value 5. My work demonstrates that I respect my ethical responsibility to represent complex ideas fairly and to the sources of my information with appropriate citation.

In my annotated bibliography, I was able to apply Core Value 5 by using multiple sources to support my writing. In this assignment I provided citations, summaries of each source, and then explained how I used the sources in my research. Since I had all my sources from my first 3 writings, it was quite easy to gather all my sources, but then again, it took a lot of time to find sources for my research in general. As I stated previously, my argument cannot be found anywhere, so there was no guideline to go off of. This led me to look at each source, read it carefully, and decide whether it would be helpful or not in my argument. Many people looked for sources that supported their argument, but this was not the case for me because I even used some sources that went against my argument. With the search of these sources, I gave credit to them in this assignment and expanded on how it ended up supporting my argument in a way or went against it.

Posted in Portfolio Taco, Reflective, REGRADED, Taco491 | 2 Comments