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Skilled multimodal composition requires students to make informed design decisions to enable them to capitalise on the multiple affordances available to construct meaning. This paper describes the researcher's journey to date in investigating one aspect of student multimodal composition; the construction of point/s of view (POV) in 3-D animated (machinima) narratives. Four examples of student 3-D animation, chosen because they exemplify features relevant to a study of POV, will be explored through social semiotic (Halliday, 1978; Halliday & Hasan, 1985; Jewitt & Kress, 2003; Kress & van Leeuwen, 2006; van Leeuwen, 2005) and multimodal theory. Data analysis includes the use of POV in these four 3-D animation narratives, two of which are enriched and contextualised with a descriptive analysis of classroom observations including student interviews, and student working documents (scripts and storyboards). The purpose is to identify how consideration of POV can enhance the effectiveness of student 3-D animated narrative composition. The paper will conclude with an outline of what this exploratory work contributes to a framework of what students need to know about constructing multimodal point/s of view, within the context of multimodal grammatical design. |
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