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Video Games and Theories of Learning: Spotlight on JP Gee and Howard Gardner
Many people at all stages of their lives are interested in video games. The implementation of the game can be long, arduous and difficult, but players find it fun and inspiring. It is hard not to recognize that gaming is important in our society and culture. According to JP Gee (2003) there is a learning principle (LP) that is made into a good video game. But these principles do not necessarily promote learning. Many factors are necessary for learning to take place in games and perhaps develop intelligence in the semiotic realm of everyday life. Gee teaches that there are thirty-six principles that can be discovered and developed in a game.
To explain this, Gee defines games as a semiotic domain (SD), which is part of the broader SD of everyday life. So to speak, SD is a specific subdivision of the world (regardless of location, practice, field of study, etc.) and it can include subdomains. For example, first- and third-person shooter games are well-defined subdomains of SD games. By introducing the concept of SD to the study, Gee Games provides us with examples of SD such as rap, modern drawing and games of the first person shooter genre. Gee believes that in order to achieve SD learning, three things are necessary: 1) Learn to experience the world in different ways, 2) Learn to build relationships with SD members, and 3) Learn how to access the necessary resources. For future learning. And problem solving within the domain as well as within the relevant domain. As we can see, Gee’s search for games resembles a broad definition of literacy involving different types of “visual literacy”. According to this concept of literacy, people are literate in the domain only if they can recognize and create meaning in the field. In addition, Gee asks us to think about literacy in relation to social practices. Of course, in contemporary culture, spoken language (speaking, gestures, or writing) is not the only important communication system. Today, images, symbols, charts, diagrams, equations, artifacts and many other visual symbols play an important role in our daily lives. For example, it is important to learn visual literacy to “read” images in advertisements. In addition, words and pictures are put together or integrated in many ways: in magazines, newspapers, textbooks, programs. In this sense, games are multifunctional texts. They combine animated images and music with language.
Because of the different forms of human activity in the complex society in which we live, it is essential to develop new paradigms of intelligence that allow us to embrace the pluralistic aspects of intelligence. Howard Gardner’s (1983) Powerful definition of intelligence was developed by means of seven basic models of intelligence known as the theory of multiple intelligence (MI). MI represents a broader and more realistic view of human nature. These eight skills are defined as the following skills:
1) Use competent language (linguistics)
2) Use logical reasoning in mathematics and science (logic-mathematics)
3) To perceive the details of the spatial world and to organize objects in the mind (spatial),
4) To understand, create and enjoy music and music ideas (music)
5) Use the body skillfully (body – kinesthetic);
6) Recognize the soft aspects of other people’s behavior and respond appropriately to them (interpersonal)
7) Understand personal feelings (traitors) and
8) Know the patterns and differences in nature (naturalism).
These genres or intelligences represent elements that are available in all cultures, such as music, words, logic, drawing, social interaction, expression, inner reflection, and the gratitude of nature. Thus, unlike the study style, which is a general approach that individuals can apply equally to any imaginable content, Gardner’s intelligence is the ability, with its own processes, to focus on specific content in the world (e.g., sound). Music or space patterns).
From this point of view, Gee (2003) and Gardner (1983) value the interaction between learning and skills in everyday human (cultural) life. So when we think about the SD approach as developed by Gee, we realize that the interaction between the two SD theories of everyday life, the largest existing set – where intelligence lies – covers the SD of Games. Note that Gardner points out that one of the goals of his efforts was to examine the educational implications of the theory of multiple intelligences. Considering that Gee has listed thirty-six principles in the game and considering the importance and popularity of the game in contemporary culture, it seems interesting to begin to investigate how the principles can be related to intelligence. Lots of smarts. Therefore, we discuss here some of the possibilities of linking these theories. To achieve this, the question we want to raise is: What can a good game study principle do for the development of multiple intelligences that are essential for daily life? In other words: What is the relationship between these semiotic domains? To answer this question, we used the following research methods: literature review, on-site research, game observation, model building, interactions between two study proposals, and sample analysis.
Gee describes the thirty-six study principles available in the game. It should be noted that not all of the study principles listed by the author are necessarily found on a single game, it is possible that the game presents One or more. Of these principles. Analysis shows that in order to develop one or more intelligences, the learner must immerse himself in one or more semiotic domains with the conditions and qualities needed to facilitate their development. Example: It is not useful for an apprentice of a sports form to have access to a single module for the full development of his physical-kinesthetic intelligence, he must have access to other sports, i.e. sub-semiotic domains Part of the larger semiotic domain of sports. In addition, there are other external and internal factors (motivation, injury and appropriate training materials. Examples of many prominent athletes illustrate this fact: Formula 1 drivers, MMA fighters and Olympic athletes. We demonstrate the existence of the unexcelled binomial: without academic principles, no good game, while without the value of the domain in the semiotic domain of everyday life, there is no way forward in the domain. In specific cultural contexts, and academic principles are of no value in these contexts.
Moreover, interpersonal intelligence is very important in learning. We find that it is linked to thirty of the thirty-six study principles. Interpersonal intelligence is evident from the work of cooperation, community participation, large group simulation, attention to social issues, etc. The importance of interpersonal intelligence, as Gardner notes, is diminished in contemporary education: the sensitivity of others as individuals and the ability to collaborate with others are less important now than in the past. Therefore, we believe that the results of comparisons between these theories raise questions about how we design and manage education in its various fields. For this reason, we believe that further analysis of the intersections of the theories studied here can help us both to use the game as a pedagogical proposition and in thinking about education.
The connection between the two theories seems to be productive for us to reflect on games and learning in general. First of all, it should be noted that not all games can enhance all the academic principles. This is because there are many factors in the semiotic domain of daily life that can hinder the study and development of multiple intellects. And this happens even when the game reveals the basic principles or conditions to develop it, which shows the close relationship between principles and intellect.
Second, interpersonal intelligence is linked to thirty principles. This highlights the complexity of learning and, as a result, highlights the challenges that contemporary education must face. In fact, studying the interactions between theories can help us to think of new ways of teaching and learning both inside and outside of school. It seems that Gee’s relevance is in demonstrating the importance of cultural games and for learning, while Gardner’s theory emphasizes the need for favorable conditions (environment, mentor, cultural appreciation, etc.) for Develop skills. We should remember that skills or intelligence are valued differently between cultures.
We believe that good video games represent, in fact, opportunities for direct and indirect study of content and skills in the semiotic realm of everyday life that provide its close connection to most intelligence.
Howard Gardner. Frame of mind. Theory of multiple intelligences (New York: Basic Books, 1983).
James P. Gee. What video games teach us about learning and literacy (New York: Palgrave, 2003).
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