TY - JOUR
T1 - The multimodal translation workshop as a method of creative inquiry
T2 - acousmatic sound, affective perception and experiential literacy
AU - Vidal, Ricarda
AU - Campbell, Madeleine
N1 - Funding Information:
This work was supported by the AHRC under Grant AH/V008234/1 , awarded to Ricarda Vidal, King’s College London (Principal Investigator) and Madeleine Campbell, University of Edinburgh (Co-Investigator). Acknowledgements
Publisher Copyright:
© John Benjamins Publishing Company.
PY - 2024/5/16
Y1 - 2024/5/16
N2 - This article investigates the role of affective perception in the development of translation and experiential literacy through the medium of a multimodal translation workshop held with twelve arts practitioners, academics, and translators. Both the rationale for the workshop format and the interpretation of workshop outputs draw on a transdisciplinary framework spanning theories of intermediality and multimodality, the study of acousmatic sound, acoustic atmospheres, and corporeal music/sound reception. Adopting a phenomenographic approach, we discuss the role of the body and the senses in communication and how the sensory exercises developed for our workshop can provide access to the prenoetic nature of perception from both a cognitive and affective standpoint. Recognizing the narrative quality of participants’ comments, a deductive approach was taken to analyze their translations and reflections through the lens of narrative modes of acousmatic music. The article concludes with pedagogical implications on the basis of participants’ reflections. Our findings support the use of a multimodal online translation workshop as both a research method to investigate meaning-making and a pedagogical resource to develop experiential literacy for both practitioners and developing translators.
AB - This article investigates the role of affective perception in the development of translation and experiential literacy through the medium of a multimodal translation workshop held with twelve arts practitioners, academics, and translators. Both the rationale for the workshop format and the interpretation of workshop outputs draw on a transdisciplinary framework spanning theories of intermediality and multimodality, the study of acousmatic sound, acoustic atmospheres, and corporeal music/sound reception. Adopting a phenomenographic approach, we discuss the role of the body and the senses in communication and how the sensory exercises developed for our workshop can provide access to the prenoetic nature of perception from both a cognitive and affective standpoint. Recognizing the narrative quality of participants’ comments, a deductive approach was taken to analyze their translations and reflections through the lens of narrative modes of acousmatic music. The article concludes with pedagogical implications on the basis of participants’ reflections. Our findings support the use of a multimodal online translation workshop as both a research method to investigate meaning-making and a pedagogical resource to develop experiential literacy for both practitioners and developing translators.
KW - experiential literacy
KW - experiential translation
KW - embodiment
KW - cognition and affect;
KW - Multimodality
KW - Intermediality
UR - http://www.scopus.com/inward/record.url?scp=85187939092&partnerID=8YFLogxK
U2 - 10.1075/target.22051.cam
DO - 10.1075/target.22051.cam
M3 - Article
SN - 0924-1884
VL - 36
SP - 184
EP - 214
JO - Target: International Journal of Translation Studies
JF - Target: International Journal of Translation Studies
IS - 2
ER -