For this week’s blog, I’ve responded to Will’s extended
analysis and podcast, Prolific. Will’s first series of podcasts was dedicated
to Victor Villanueva, who I’m familiar with as the author of Bootstraps but is
a well-known figure in the field of composition and rhetoric. I sat across from
Will while he planned out this podcast (and redesigned the Prolific logo a
dozen times) so I’m excited to hear it come to fruition!
Will’s research on podcasts is apparent: the music is
appropriate and catchy while not distracting. He maintains a casual tone
despite highly academic content, perfecting that “reading without sounding like
you’re reading” voice we discussed in class last week.
I particularly liked the audio overlays in podcasts 2 and
3 – Will leads in with an audio clip from Villanueva that brings in the
topic of the episode. I will say that the opening clip for Podcast 3 was
distracting for me as an audience; it fades out mid-sentence, leaving me
wondering: Wait, was that last thing important? What did I miss? A few minutes
into Podcast 3, he does speak back on the context and relevance of that quote,
which I find really helpful. I’m not sure that all clips from Villanueva
accompanied an explanation of their context. On the whole, the intermittent
audio clips from Villanueva provide a helpful mental check, perhaps breaking up
the podcast in a way that is difficult to do when doing a podcast solo. Many of
my favorite podcasts are dependent on conversations between one or more hosts
or the host and guests. While it’s unfortunately unlikely that Will would be
able to interview any of his “prolific” subjects, he does suggest at the end of
Podcast 3 that he’s considering bringing in other graduate students for future
podcasts. I find it difficult to focus on audio without accompanied video,
particularly when it’s one voice speaking – at some point, my brain zones out
and wants to block out the monotony. (Not that your podcast was monotonous,
Will; I’m just trying to speak to my particular form of learning and
understanding!) A conversation would echo radio shows and other podcasts in its
manner of orally shaking up the message.
Much of Podcast 1 is devoted to Villanueva’s publications
and other “prolific” moments in the field. While Will rightly acknowledges that
people in Tech Comm “love lists,” I don’t think this information translates
well to a strictly audio medium. Instead, I might recommend reexamining the
assignment (“The first segment should be background”) to interpret this as
Villanueva’s personal and academic background – his life leading up to
academics – rather than his background up to now (including publications).
While his most noteworthy or relevant publications could be noted, I think the
audience would find a narrative to be more engaging. Although I haven’t
finished Bootstraps yet, sharing some of Villanueva’s struggles of diversity
and education might give listeners a reason to care about this character
(primarily appeals to pathos) beyond the texts he’s authored and published
(primarily appeals to logos and ethos). Since Will acknowledges his audience as
graduate students and other novices in the field, they might connect more
strongly to the character of Villanueva the underdog than Villanueva the
scholar.
Overall, I loved the podcast, and I’m excited to see where
Will takes it next. (I volunteer to be part of a podcast conversation!
(Although I have the voice of a child and I don’t think anyone wants to hear
me.) Do Peter Elbow next! Or Carolyn Miller!
I think grad students in our program should create a series of podcasts about what scholars like Elbow, Miller, Villanueva mean to you. Imagine if y'all could organize this and create, say, one a week. What an archive that would be! I know MANY courses and teachers across the US and world would subscribe and link to it in their syllabi.
ReplyDeleteYou might enjoy reading Irv Peckham on post-process thinking. He just posted his thoughts on PPT in his blog. Reminds me of something we've been talking in class this past week: writing should be engaging for students (and for teachers) in order to maximize learning.
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