Presentation is loading. Please wait.

Presentation is loading. Please wait.

Video and Voice Kaye Haw and Mark Hadfield RMF Oxford July 2012.

Similar presentations

Presentation on theme: "Video and Voice Kaye Haw and Mark Hadfield RMF Oxford July 2012."— Presentation transcript:

1 Video and Voice Kaye Haw and Mark Hadfield RMF Oxford July 2012

2 Video and voice Video as medium is both a product and a process. Different video methods/methodologies are both a medium and a mode. Voice is essentially multi-modal.

3 Video modalities Modalities are the abstract, non-material resources of meaning making. Media, on the other hand, are the specific material forms in which modes are realized. Video methods and artefacts are the medium, video modalities are the abstract purposes, including meaning-making, to which these are put within research.

4 Traditional uses of video in research Straight data collection. Stimulating reflection and dialogue within the research process. A means of giving people a chance to voice their views. Dissemination. As an aid to participatory research.

5 Five Basic Video Modalities 1. Extraction - using video to record a specific interaction so that it can be studied in more depth by the researcher. 2. Reflection – video supports participants to reflect on their actions, understandings and constructions of specific situations. 3. Projection and provocation – video provokes participants to critically examine and challenge norms, traditions, and power structures.

6 Five Basic Video Modalities 4.Participation- the use of video to engage participants in a research project in ways that allows them to shape its focus and outcomes. 5.Articulation – video used to help participants voice their opinions and communicate.

7 Five Root Metaphors 1. Extraction Sports replay 2. Reflection Mirror 3. Projection and Conceptual art provocation 4. Participation Hosting a party 5. Articulation Pop record

8 The Crane Project: ‘Seen but not Heard’ A group of young people expressing their experiences of being excluded from school. Two modalities participation and provocation. Combining video production and a product to be shown back into their school.

9 Provocation in three parts Articulation - video provides reflexive space by being removed from immediacy. Representation - de-stabilisation by creating space for playfulness and irony. Reaction - can provide a context with an obligation to listen, and a persistence which makes it more difficult to dismiss.

10 Perceptions and Experiences of Full Body Searching Researching prisoners and prison officers experiences and perceptions of fully body searches. Two modalities projection and reflection. Video product developed to encourage involvement in focus groups.

11 Projection in three parts Articulation - disembodied layered voices forefront the everydayness of the taboo. Representation - anonymises and problematises the taboo by juxtaposition of views. Reaction - can provide a context where there is a choice in how react and at what level.

12 The potential and problems of video and voice Potential - ‘Voice' is articulated in a number of forms and video allows for the use of a variety of visual means. Problem - Video consumption, particularly around aesthetic expectations, outstrips capacity for production. Potential - ‘Voice' needs to be supported by critical literacy and video can juxtapose, pose arguments in a variety of visual and verbal forms. Problem - How to balance the need to provide support and training while maintaining a sense of ‘authenticity’.

13 The potential and problems of video and voice Potential - ‘Voice’ needs to be linked to critical reflection and video production as a collaborative, creative and technical process provides opportunities for critical dialogue. Problem - Ownership can be extremely difficult to manage at certain points in the process. Potential - 'Voice' is premised on an audience and video can be used with range, at different times and places. It can ‘stand alone’ or be used in combination of other inputs. Problem - Peoples’ experience of video is mainly expressive rather than persuasive. It requires a strong sense of audience about who is watching, what is persuasive, and who can be influenced.

14 References Haw, K. and Hadfield, M. (2011) Video in Social Science Research; Functions and Forms: Routledge London and New York Hadfield, M. and Haw, K. (Forthcoming) ‘Video: Methods, Modalities and Methodologies’ International Journal of research and Method in Education See Also: Email:

Download ppt "Video and Voice Kaye Haw and Mark Hadfield RMF Oxford July 2012."

Similar presentations

Ads by Google