Newnessness?!

The proposal has been pushed back until October 9th.

Types of details:

1. Roles, how each performed the roles--body language
   
2. Specific embodied activities (typing--speed steps to reread; silently rereading)
3. Speech (types/topics; sequence; tone)
4. Level of Comfort (stumbling over words; pace of activity; posture; amount of discussion)
5. "Other activities"--not doing research, pulling from own experiences; fidgeting, getting up; drinking coffee
6. Clothing details

Notes, notes, notes:

1. Observational notes: find out what's going on
2. Theoretical notes: making a theory of what I'm seeing
3. Methodological notes: questions I should ask the person later

Notes taken from the video: 

they are corroborating what they want to draw; one is the leader, the others are following what he is saying; the leader does take part in the actions, even though he is explaining what is going on; the leader, seen, explains to the peeps what he wants it to look like, but he has to do it anyway

Notes on specific clips

First:

they already have notes ready for what they're going to do; seen explains his to the others and tells why they should do that one instead; he is more vocal than the others; seen uses more hand motions than the others in the scene; he becomes louder than the others; there are several guys there, no girls, but seen is definitely in charge.

Second: 

seen shows them how it's supposed to look; tells the peeps where to begin the "piece"; the peeps ask him questions, but he still overrides what they say; again, seen is in charge; it's no longer about comparing notes; seen has decided how it's going to look, and he is telling the others how to execute his plans

Third: 

one person does the painting, the others are off to the sides, I would assume; it's not seen doing the piece, it's the guy he was explaining things to

Fourth:

the peeps explain how they think it looks, seen explains and overrides what they think; seen is now outlining, even though he is really good...he steps back and explains what is needed and what he's doing in the scene, he tells the audience and looks over the piece

Fifth:

he explains again how he thinks it looks...he doesn't correct anything, mainly b/c he can't; that's why he tells us why he needs the outline; he is doing the drawing now, along with some of the others; he likes it

Sixth:

seen gets upset at the others, even though he let them draw

Seventh: 

seen wants things a certain way, and others are trying to tell him what they think.  he, again, overrides them; he wants it the way he wants it; it could be considered a seen project, but others are helping him out

Eighth: 

seen explains what he did on other projects, and then proceeds to go more in depth when the people he's working with don't know what he's talking about

Ninth:

Seen is the leader of the group, and it keeps getting more evident; he has to give the peeps promises; then he shows them, with paint (you can't erase it), how to do it

Painting over outline; repainting!!  They DO revise!

Seen; graffiti artist; documentary; 1985/7?

Notes on the Reading:

(on eCampus)  Does Kliman (?) provide the assurance that she was there?

Analysis section now (third page); my guess would be that the examples she use would convince, or at least help, the audience believe that she was there making the observations.

Quotes from the people; pgs. 63, 64, 65--she refers to actual observation; why do you wait?

Observations from the text: p. 64

Observations!!

In class on Tuesday, we had to split up into groups of four and take turns observing and creating a response to a person's query. Aaron and I went first on creating the response. Vanessa and Erin observed. Then, we switched. This is where my observations come into play.

When we first began observing V and E, as I shall call them, A and I (again, I'm abbreviating!) were sitting right behind them. This seemed to make them uncomfortable with writing and thinking of topics to write about. A decided that we should move back a few feet, and when we did, V and E wrote three sentences. I'm not sure if the two are correlated, but it was quite funny.

Anyways, my observations greatly changed considering where I was sitting at the time. When I was right behind E, I couldn't really see what she was doing on the computer, but I could guess from what V was doing. Since A and I made V and E uncomfortable, I recorded a lot of the same things. My observing seemed to get better when I, too, was not right behind the girls.

Toward the end of V and E writing, I noticed that I wasn't taking as many notes as when we had started. A was not taking notes, but he seemed to pull more out of what occured than what I did with the notes I was taking. This leads me to believe that many data collecting methods might work better, or I should switch between them.

I found this exercise very informative. I think I learned a lot about "personal space" and how another's presence in that space affects the work being accomplished. I wouldn't mind doing this exercise again, although using different methods of data collection the next time.

Classesness!

Observations!

Read the English 301 blog.

Still picture: on eCampus

1) The students are typing on laptops, writing down notes on paper and the board, and seem to be discussing a topic.

2) The students are sitting close enough to each other so that, if they need to quietly talk to the person beside them, they can do so without disrupting the others.  One is standing; she seems to be leading the group in some way. Semi-circular arrangement of seats--look attached.  Comfortable seating; commons area? Why do they have laptops?  Using them for? What is the book for? Why is book closed? Not a professional area; laptops, book bags on floor; flip flops! Creating as a group. All equals? Teacher/students? Fingers at the ready for to type. Sitting up, attentive. 

3) It seems to be midday; the light is very bright outside, and the room does not look as though there is artificial light used.  Also, the students seem awake, not half asleep.

4) We have approached this picture after the conversation was well underway.  They seem to be in the middle of discussion.  

5) 

6) The students don't seem to be trying to get things done too quickly--they would appear on edge if this were the case; they seem to be relaxed and at ease.

7) They seem like they are supposed to look interested, but they really don't.

8) The picture is both neat and messy.  The students left bags in the middle of the floor (hopefully there is no fire) and they each have something blocking their way, such as a computer or a book.

9) They seem rather bored.

10) 

11) "blah"

Moving pictures?!

Real-life observing:

Of Erin and Vanessa

Spend time between now and Thursday blogging about the observation practices.

Freewrite on the English 301 blog.  Reflecting on how YOU (me) observed.  What did I do, how would I have enhanced it, changed it?