In total, the recording averages out to a minute and a half, a time I thought would be short enough for the main points in the story to be easily remembered, while still achieving vivid gestural detail. All four of those detailed gestures listed above are what I will refer to as the ‘Target Gestures’ throughout the rest of the paper. They are the ones I had anticipated would be carried out in the re-tellings of my story. Purposefully, I sought to incorporate each type of gestures in the Semiotic Trichotomy as explained in class: Iconic (gestures 1, 3), Indexical (gesture 2), and Symbolic (gesture 4). This way, I could test which type pf gesture was used more by my participants, and see if I am correct to think the conventionalized thumbs up will be the most accounted for. The Iconic gestures are sorted by means of likeness, in other words, its
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As commented on in my class presentation before, re-telling it to the camera proved somewhat successful, but not as socially interactive as gesture is normatively preformed. In reference to McNeill, “part of the story of gesture is the role that it performs in interaction,” and I needed to create an environment in which my Target Gestures would be subtly absorbed within a social context (11). To better mirror this statement, the class suggested I follow the format of the game “telephone” with my sample group. By having my group telephone the story to each other, they are successfully engaged with an interactive accompaniment, and perhaps I would catch the collaborative, social effort to re-create the story. Speaking of catching the event, instead of keeping detailed notes of the telephone game, I would continue to record my participants as I had before. In this way, I would allow myself to re-watch the videos in slower speeds to pick up on the formations of the gestures themselves, and take screen shots to provide evidence for my
As commented on in my class presentation before, re-telling it to the camera proved somewhat successful, but not as socially interactive as gesture is normatively preformed. In reference to McNeill, “part of the story of gesture is the role that it performs in interaction,” and I needed to create an environment in which my Target Gestures would be subtly absorbed within a social context (11). To better mirror this statement, the class suggested I follow the format of the game “telephone” with my sample group. By having my group telephone the story to each other, they are successfully engaged with an interactive accompaniment, and perhaps I would catch the collaborative, social effort to re-create the story. Speaking of catching the event, instead of keeping detailed notes of the telephone game, I would continue to record my participants as I had before. In this way, I would allow myself to re-watch the videos in slower speeds to pick up on the formations of the gestures themselves, and take screen shots to provide evidence for my