Day 9 -- Intellectual Production Piece Identify one curriculum element (e.g. a particular lesson) for which you presently rely entirely upon linguistic representation and consider, then write about how it might be remediated to become more multimodal in the ways explained by Michaels, Sohmer and Kress. OR Explain in your own words the “it’s in your hands” narrative in Michaels and Sohmer 1. By proclaiming a communications “revolution”, Kress urges the need to rethink the traditional dominance of written language as the central medium for communications in a culture in which visual communications have increasingly assumed a dominant role. 2. Draws on the distinction traditionally made between communication and expression in order to explain the difficulty we have had in viewing music as a form of communication, not just expression. 3. Gives reason for why music and visual arts have been typically left out of theories of communication (e.g. seen as forms of expression). 4. Returning to the ‘revolution’ notion in 1st paragraph, uses argument about inevitablility and intensification as a result of economic, social, political and cultural changes to support the view that we need to look more closely at the ways some kinds of information might be expressed visually rather than verbally. 5. A new agenda for a broader theory of communication that he has thus far justified is now given some detail; its ‘urgent elements’ are theory and description of a full range of semiotic modes and uses. 6. We therefore need to rethink our notions of communication, including linguistic communication as multimodal. 7. This paragraph sets up shift into next section -- materiality and medium. 8. Here he stresses the role of biology and physiology; most explicitly the senses 9. Discussion of ‘stuff’ (materiality) as what connects the physical to the cultural world 10. Introduces concept of ‘secondary materiality’ to refer to nonphysical ‘stuff’ -- specifically linguistic signs as cultural tools 11. Definition of ‘mode’ as a means of representation and communication --example is graphology 12. Extralinguistic distinction is taken on, arguing against those who would see tone of voice as extralinguistic are incorrect, instead a systematic phenomenon which embraces both word and tone of voice should be considered. 13. Sign language helps understand point more clearly 14. Issue of medium is raised, example is ‘speech organs’ 15. Finishes by showing relationship among mode, medium and materiality; that there will be social and cultural differences which we need to start paying attention to, examples offered in next section.