Week Three Blog - Audio

 Audio

17/08/2025

How does music guide the audience to make sense of a film or other multimodal text? 

Through the exploration of the Walsh (2008) reading, as well as understanding the importance of using audio within films, podcasts, and music, etc. I have been able to establish an opinion and make a comment on the question asked at the beginning of the week's introduction. The question being asked was "How does music guide the audience to make sense of a film or other multimodal text?" and to answer this question simply would be that music holds the power and structure for creating and developing emotions of a multimodal text. It is seen especially in today's time, specifically with the ever-evolving use of apps such as TikTok, Instagram, Facebook and the use of reels, that music plays a huge role in the construction of this. When exploring emotions through music in the use of films, apps and other multimodal texts, the noise as well as the specific sounds used can be left up to interpretation for how it makes the viewer feel and react. 

To use the statement "to make sense of" allows for a misinterpretation. Because in many cases, movies and other texts don't necessarily need to produce noise/sound to make sense and to create emotions; this can be done by the viewer's eye. To make that comment sounds harsh and objectivize everything I have stated above, however, can remain true. The statement of being left up to the viewer's interpretation still remains true and valid. Every viewer will be different and provide different perspectives and life views/experiences, and therefore the use of sound will not make a difference to the emotions, but will, however, add depth and create further connections or feelings to be had. This week's image is a picture of my dog. This relates to creating emotions just through an image rather than a sound. Just look at him!

To make connections to the Walsh (2008) reading, the children explored the importance of video-making by producing podcasts collectively in groups. Through this exploration, some children produced them with music to match the topic, and some talked about the impacts from their point of view (Walsh,2008). However, all reached the achieved outcome of making and producing a podcast. Therefore, making the question about music have the same conclusion that I reached above by stating that not everything requires music to make sense of or be accurate and fully explored for the desired outcome. 

Walsh, M. (2008). Worlds have collided and modes have merged: classroom evidence of changed literacy practices. 42(2), 101-108. https://lo.unisa.edu.au/pluginfile.php/4942482/mod_resource/content/2/Walsh-2008-Literacy.pdf




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