Music videos in high school and the challenge of integrating semiotic modes
DOI:
https://doi.org/10.11606/issn.2236-4242.v34i3p147-162Keywords:
Reading, Task, Activity, Semiotic Analysis, MultimodalityAbstract
This article analyzes how semiotic modes were deployed by high school students in a reading and interpretative task regarding a music video. The data were generated from a task developed for a WebQuest and from activities developed in class, recorded in audio and transcribed. The theoretical framework problematizes multimodality and music videos as a genre. The analysis showed that, at times, the activity would enable the desired integration of different semiotic modes. The analysis of the students' reading, in turn, revealed that the meaning making processes can be based on (i) verbal and imagetic cues (which shows that the students understood that a text can be established by other modes, verbal mode aside) taken as discrete entities or (ii) in the integration of the different modes, although the second procedure was less frequent. Thus, we confirm the challenge of an interpretation that integrates semiotic modes.
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