Video and Voice Kaye Haw and Mark Hadfield
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Transcript of Video and Voice Kaye Haw and Mark Hadfield
Video and Voice
Kaye Haw and Mark Hadfield
RMF OxfordJuly 2012
Video and voice
• Video as medium is both a product and a process.
• Different video methods/methodologies are both a medium and a mode.
• Voice is essentially multi-modal.
Video modalities
• Modalities are the abstract, non-material resources of meaning making. Media, on the other hand, are the specific material forms in which modes are realized.
• Video methods and artefacts are the medium, video modalities are the abstract purposes, including meaning-making, to which these are put within research.
Traditional uses of video in research
• Straight data collection.
• Stimulating reflection and dialogue within the research process.
• A means of giving people a chance to voice their views.
• Dissemination.
• As an aid to participatory research.
Five Basic Video Modalities
1. Extraction - using video to record a specific interaction so that it can be studied in more depth by the researcher.
2. Reflection – video supports participants to reflect on their actions, understandings and constructions of specific situations.
3. Projection and provocation – video provokes participants to critically examine and challenge norms, traditions, and power structures.
Five Basic Video Modalities
4. Participation- the use of video to engage participants in a research project in ways that allows them to shape its focus and outcomes.
5. Articulation – video used to help participants voice their opinions and communicate.
Five Root Metaphors
1. Extraction Sports replay
2. Reflection Mirror
3. Projection and Conceptual art provocation
4. Participation Hosting a party
5. Articulation Pop record
The Crane Project:‘Seen but not Heard’
• A group of young people expressing their experiences of being excluded from school.
• Two modalities participation and provocation.
• Combining video production and a product to be shown back into their school.
Provocation in three parts
• Articulation - video provides reflexive space by being removed from immediacy.
• Representation - de-stabilisation by creating space for playfulness and irony.
• Reaction - can provide a context with an obligation to listen, and a persistence which makes it more difficult to dismiss.
Perceptions and Experiences of Full Body Searching
• Researching prisoners and prison officers experiences and perceptions of fully body searches.
• Two modalities projection and reflection.
• Video product developed to encourage involvement in focus groups.
Projection in three parts
• Articulation - disembodied layered voices forefront the everydayness of the taboo.
• Representation - anonymises and problematises the taboo by juxtaposition of views.
• Reaction - can provide a context where there is a choice in how react and at what level.
The potential and problems of video and voice
Potential - ‘Voice' is articulated in a number of forms and video allows for the use of a variety of visual means. Problem - Video consumption, particularly around aesthetic expectations, outstrips capacity for production.
Potential - ‘Voice' needs to be supported by critical literacy and video can juxtapose, pose arguments in a variety of visual and verbal forms. Problem - How to balance the need to provide support and training while maintaining a sense of ‘authenticity’.
The potential and problems of video and voice
Potential - ‘Voice’ needs to be linked to critical reflection and video production as a collaborative, creative and technical process provides opportunities for critical dialogue.Problem - Ownership can be extremely difficult to manage at certain points in the process.
Potential - 'Voice' is premised on an audience and video can be used with range, at different times and places. It can ‘stand alone’ or be used in combination of other inputs. Problem - Peoples’ experience of video is mainly expressive rather than persuasive. It requires a strong sense of audience about who is watching, what is persuasive, and who can be influenced.
References
Haw, K. and Hadfield, M. (2011) Video in Social Science Research; Functions and Forms: Routledge London and New York
Hadfield, M. and Haw, K. (Forthcoming) ‘Video: Methods, Modalities and Methodologies’ International Journal of research and Method in Education See Also:www.videoandvoice.co.ukEmail: [email protected]@wlv.ac.uk