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Making Fahrenheit 451 “Come to Life”: Sound Inquiries with Youth and Teachers
The Journal of Adolescent & Adult Literacy Pub Date : 2021-06-21 , DOI: 10.1002/jaal.1168
Doug Friesen , Rob Simon

In this article, we describe how eighth-grade students and teacher candidates used sound and listening to remix and attune themselves (Stewart, 2011) to the dystopian novel Fahrenheit 451 by Ray Bradbury (2011). We situate our sound inquiries in relation to critical literacy (Vasquez, Janks, & Comber, 2019; Wargo, 2019) and sound education (Schafer 1992, 2005; Oliveros, 2005). The examples we share suggest how students and teacher candidates used sound to, in the words of a participating teacher candidate, make Fahrenheit 451 “come to life.” This work demonstrates how sound inquiry can encourage students’ transformative engagement with their surroundings, with each other, and with canonical texts like Fahrenheit 451 in critical literacy classrooms.

中文翻译:

使华氏 451 度“栩栩如生”:对青年和教师的声音询问

在这篇文章中,我们描述了八年级学生和教师候选人如何使用声音和听力来重新混音和调整自己(斯图尔特,2011 年)到雷·布拉德伯里(Ray Bradbury)的反乌托邦小说华氏 451 度(2011 年)。我们将声音调查与批判性素养(Vasquez、Janks 和 Comber,2019 年;Wargo,2019 年)和声音教育(Schafer 1992,2005 年;Oliveros,2005 年)相关联。我们分享的例子表明学生和教师候选人如何使用声音,用参与教师候选人的话来说,使华氏 451 度“栩栩如生”。这项工作展示了合理的探究如何鼓励学生在批判性识字课堂中与周围环境、彼此以及像华氏 451 度这样的经典文本进行变革性的参与。
更新日期:2021-06-22
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