1. REMIXCONTENT + CREATIVITY + TECHNOLOGY
IAN BYRD
byrdseed.com
BRIAN HOUSAND
brianhousand.com
brianhousand.com/uncw2015
2.
3. “There is no such
thing as a new idea.
It is impossible.
We simply take a lot
of old ideas and put
them into a sort of
mental kaleidoscope.
We give them a turn
and they make new
and curious
combinations.”
17. IMMATURE poets imitate;
MATURE poets steal;
BAD poets deface what they take,
and GOOD poets make it into
something better,
or at least something different.
20. They must know how to link apparently
unconnected elements to create something new.
People who hope to thrive in the Conceptual Age
must understand the connection between
diverse, and seemingly separate disciplines.
-- Daniel Pink in AWhole New Mind
51. Summary
The pigs will be space pilots creating the
first human settlements on Mars.
Their structures will be threatened by their
own malfunctioning robot.
However, the robot is also their only hope
of returning home.
52. Non-Examples
It’s like The Three Little Pigs, but they’re
dogs.
Instead of a brick house, it’s made of
stone.
The pigs will live in a desert!
54. How do the
changes make
the story better?
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches
the authors take.
55. Persuasion
Three Martians is a suspenseful, sci-fi
take on The Three Little Pigs. It takes the
classic story and retells it for an older
audience.
There is real danger for the characters as
they try to stop the robot while keeping it
working so they can return to earth.
56. Non-Examples
It will be better.
You will like it since it’s funnier.
This version will have lots of interesting
things.
67. READING:
Key Ideas And Details
2. Determine central ideas or themes of a text
and analyze their development; summarize the
key supporting details and ideas.
Craft And Structure
6. Assess how point of view or purpose shapes
the content and style of a text.
68. READING:
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in
diverse media and formats, including visually
and quantitatively, as well as in words.
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.
69. WRITING:
Text Types And Purposes
3 . Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
70. WRITING:
Production And Distribution Of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
71. SPEAKING AND LISTENING:
Comprehension and Collaboration
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
72. SPEAKING AND LISTENING:
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
78. REMIX POSTER PLANNING!
!
TITLE!
!
FONT !
!
!
!
TAGLINE!
Sum up your story in one memorable sentence. !
!
ICONIC IMAGE!
What three images come to mind when thinking of your story? !
!
CAN YOU TAKE A PICTURE OR DO YOU NEED TO FIND ONE? !
!
!
WHAT COLORS WILL YOU USE? !
DISPLAY HANDWRITING SERIF SANS SERIF
THREE !
ADJECTIVES
1
2
3
1
2
3
98. Adam Bede Anna Karenina Bleak House Daniel
Deronda David Copperfield The Diary of Anne Frank
Emma Goodbye, Mr. Chips Jane Eyre Little Dorrit
Mansfield Park Middlemarch The Mill on the Floss
Northanger Abbey The Old Curiosity Shop Oliver Twist Our
Town Persuasion Rebecca Sense and Sensibility Sherlock
Silas Marner A Tale of Two Cities The Turn of the Screw
Wuthering Heights Adam Bede Anna Karenina
Bleak House Daniel Deronda David Copperfield The Diary of
Anne Frank Emma Goodbye, Mr. Chips Jane Eyre
Little Dorrit Mansfield Park Middlemarch The Mill on the
Floss Northanger Abbey The Old Curiosity Shop Oliver Twist
Our Town Persuasion Rebecca Sense and Sensibility Sherlock
Silas Marner A Tale of Two Cities The Turn of the Screw
Wuthering Heights Adam Bede Anna Karenina
Bleak House Daniel Deronda David Copperfield The Diary of
R E V I S E D E D I T I O N
Film in the Classroom
A G U I D E F O R T E AC H E R S
99. GRAPHIC ORGANIZERS
Storyboard
Use this storyboarding framework to recast the words from a literary text into
image and sound. Feel free to adapt the prompts below to suit your particular text or aim.
Adapted from Reading in the Dark: Using Film as a Tool in the English Classroom by John Golden, copyright 2001 by the National Council of Teachers
of English (www.ncte.org). Reprinted with permission.
Image:
Sound:
(optional) Lines from the text that
gave you this idea:
Image:
Sound:
(optional) Lines from the text that
gave you this idea:
Image:
Sound:
(optional) Lines from the text that
gave you this idea:
