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TitleRemix Culture
SourceCASLS Activity of the Week
Body

By Christopher Daradics, CASLS Language Technician

Activity Description:

This activity shows how communication is always based on prior communication and other already available material. In other words, we can say and do things because others have said and done things before us. The idea that new communication is based on old communication is called "Remix Culture." This happens on the biggest scale, such as in language class where we learn to use (i.e. remix) a language that another culture developed and practices. It is also true at the smallest scale, such as the moment you and a friend make up (i.e. remix) an inside joke based on a shared experience. In these and all cases, moment-by-moment communication is remixed from material that has come before. Remix culture is simply a description of how we do things in the world.

We remix language, as in the examples above, but also other materials. Photos, video, audio, and even analog material like things and places are among the resources we use to say and do things in the world. Memes are a good example of remix culture in action. They use recycled language and photos in predictable and surprising ways, and it is their balance of predictability and surprise that makes them interesting.

This activity is designed to help you see that even in your most casual communication you are using sophisticated, remixed communication strategies. Using remix culture conscientiously will help you gain access and participate in any target language community in interesting and contextually meaningful ways. An awareness of the mechanics of remixing will give you a lot of material to work with, even if you feel like you don’t know the language very well.

Objectives:

  • Students will be able to identify knowledge they already possess about remixing culture.
  • Students will be able to extend their knowledge of remixing culture into language learning.
  • Students will be able to transfer their remix culture skills to their own language learning.

IPIC Dimensions: Awareness, Analysis

Procedure:

Day 1: Understand

1) In Class:

Read the activity description individually. Next, do a think, pair, share to clarify the key points:

  • What is remix culture?
  • What examples can students offer that illustrate remix culture in action (e.g. specific/favorite memes; remix technologies like instagram filters, manipulated screenshots, or internet comment forums; ongoing conversations with friends/family; etc.)? As a class, discuss how each example students provided involves remixing and in each case what people may be trying to accomplish by remixing the media in those particular ways (e.g. to be funny, to express an emotion, to gain something, etc.).
  • How might understanding remix culture be helpful for language learning?

Observe

2) Homework:

For the next 24 hours focus your attention on noticing what had to be in place in order for the communication you witness to happen the way it did. In other words, see if you can list what resources support the interactions you see. For example, how are existing conversations, environments, documents, devices, materials, meals, patterns, schedules, etc. woven into the fabric of the interactions you witness? Make notes about the ways you notice people using linguistic and other resources to structure and remix communication. See if you can make any guesses about what you think they are trying to achieve by incorporating the specific elements they do in their remix. The idea of remix culture is very abstract and will probably feel difficult to describe and capture. The difficulty is due in part to the fact that remixing comes so naturally to us that we can hardly begin to describe how we do it. That is okay. Just notice. Be prepared to share your observations in class tomorrow.

Day 2Analyze

1) Students reread the activity description, individually or as a class.

2) Review the homework assignment.

3) Students share their remix observations from the last 24 hours in groups and then as a class. Teacher facilitates and guides discussion to help students elaborate their descriptions of the elements at play within each of the remixed scenarios they present. Help students identify the functional nature of communication in their scenarios and how communicative resources (often non-linguistic) are leveraged to navigate activity in the world.

4) In groups, students discuss how getting good at remixing culture and leveraging the multitude of communicative resources might help people who are learning and practicing a new language and culture. Each group should come up with three specific examples of how they could (or already) use remix strategies to engage with their target context. Groups share their insights together with the class.

Extend (optional challange)

4) Inspired students can begin keeping a language journal to record interesting observations and other insights around their language growth. If this sounds meaningful to you, consider beginning with a list of resources that you could get good at remixing. What people, places, things, and activities would help you remix your way into more target language interaction? Expand on your list as you develop. Periodically, reflect on how successful you were trying to incorporate different resources into your communicative practice.

Publishdate2019-05-13 02:15:01