I didn't want to start over
again. Moving on.
I realized, look, all my natal professor of translation and English
studies at the University of Granada, she holds a B.A.
and a C in translation and interpreting studies.
Her Ph.D.
and subsequent research focused on the use of metaphor
as a tool for helping blind, partially sighted people access art
museums, reception studies, some new types of out description
as well as training in applied research in this field
is also professional translator and others.
Crowbar and co-founder of Kaleidoscope,
a nonprofit organization providing accessibility
through translation
training with the resource
technology. ODA.
So, well, I'm going to be talking about new research I've been
trying to do after COVID,
and it's the relationship between
one module in translation studies
with audio description and the way that textual analysis
can be implemented through also this new type of text.
And here
with some of the
ways that the Glasscock ladies
know, this one one
So well,
we know that origin description is still the main,
the main resource that we can find in museums.
We are, we are starting to see more and more
different
methods and resources such as, as you can see here,
tactile devices and sense
diagrams, also workshops.
But we know that the the main resource is a still verbal
description and it's as we'll know it into semiotic translation.
And even though its function is to help people
who are blind, to create a mental image of what they cannot see
and here is one model of how people interact
blind people, but now also other audiences.
We have new studies
where audio description is well new over the last decade
and more as audio description is used as a tool.
And we have some of the
some of the authors I've been
using as a model for for this research.
And also, for example, the some pedagogical models
designed to assist learners in developing linguistic
and also cultural or intercultural competencies,
and in my case, textual competence also.
And we have to take into account that audio description is
one A it can help
the well, it can improve learning through the two channels,
and this is based on the cognitive theory of multimedia learning.
So and coming from a read
on Escobar and talking about the translator competence,
we we decided I decided to
to use all these theories in my module of
textual analysis and these are some of the reasons why
the why Translator competence can be enhanced
by audio description with audio description. So
multimodal text we've been talking about that this morning
and it can be and it should be part of the curriculum.
And also museums are these multimodal text
so they can be they can help us
understand and learn
how to interact with translation
also.
Um, well, we,
we come from the idea that audio description is a textual type,
so that's why we, I decided to introduce this in a module
where and it was in the present, it was just this imagine
it's like a module for second year students of translation
where they have legal texts, literary texts, media texts.
So I introduce audio description, text,
and because I'm using an audio description as a narrative text
and also thinking about the idea of the medium independence
with film, audio description should be based on the film,
but sometimes museum audio description and the descriptions
of paintings of works of art could be studied
alone also,
and also the translator competence
and based on basic brought up the know
about this all these competencies that
translators have
and I used
well, I look at them to compare well here you have some of the
competencies that they should have and I am also based
on different conventions and also the the
the idea of
of the competencies that a translator should have,
according to the esteemed US all, according to Mendoza,
who also analyzed the the work of audio describes
and selected some of the competencies that audio describes themselves.
Think the are more important.
So based on all these theories, I try to add all these competencies.
I try to introduce, as I said,
everything on my module on text typology.
So these are some of the well, the specific competencies
that these students who have, after completing the module.
So you see here, everything is from the analysis, the creation,
the revision of texts, the
the analysis of textual functions, the
the well, the capacity to apply both theoretical knowledge
to practice and also quality standards to professional practice.
And also we have these learning objectives
and, and well, I'm sure that the students don't
normally read all these objectives, but it was a good thing to see us.
I'm going to say later
that they mention them after completing the module.
So that was I'm sorry, I'm coming too soon to their conclusions,
but it was a nice to see that some of these terms
were repeated when they explained their
connection with the module.
So, for example, one objective is to be aware of English
and well on the characteristics of English texts.
So that's where I introduce all kinds of texts, different kind of texts
and so well, and
that's coming to the experiment which took place in 2021
with 45 students from two two classes.
And these are all the parts that
happened during the module.
So first of all,
I provided them with a questionnaire on their knowledge on both
textual typology and also audio description.
Also, we had a seminar on the analysis of textual structure
and all types of texts
and also the characteristics of museum audio description
more related to textual typologies.
But then we also had a museum audio description module
where they had the opportunity to get to know
what museum audio description actually is.
And, and for that we studied
some of the most important theories methodologies
and on, on takes a structure of museum audio description.
And then we also had some practical activities with
yes with three works of art and evaluation.
So I'm going to show you
some well, these are the students
and I'm going to show you
some of the well and the questionnaires on
the type of questions and also the some parts of the seminar.
And then I'm going to show you some results on on the answers,
like some really
young results.
We still have to
while still have to research on them and analyze the data in more detail.
But I wanted to share this with you.
So the first thing well, for example,
I before taking all the modules,
I wanted to ask them if they thought that
we were going to need an individual methodology
and what are the problems they may think of with, I mean, related to
analyzing the text and also
what are the quotations?
And they thought that we could we should have to add
to work with texts and well, they had their views
and then we had this seminar or museum audio description.
So this is just some pictures of the seminar itself.
So we looked at some theories.
We learned the basic things, the places
where order description takes place, the the channel,
the differences.
This is just like an example of
the seminar, like just three or four things.
So for example, the differences between the guide and a visit.
We checked some clips on visits
so that they could see how this text interacted with the audiences.
And then we had the seminars.
So the seminar or museum or description,
the basic question was if they knew what order description was
and after taking the module, if they
think, boy, they
thought that audio description was a text, a textual type,
and we took these activities
so well, these are these are the activities.
Well, these were the three works of art we analyzed.
So I wanted to take different types of, of works
so that they could see that.
And I mean, I wanted to know if they if they thought
that the the, the analysis should be different.
If we were analyzing different types of words
and we thought
we'd talk about the difficulty and with examples,
and then if they could identify the characteristics or the features
of of them and the area, I'm going to show you some results right now.
And also, well, this is the same and these this
all these ideas were taken from the basic
theory of text typology, some
text analysis that they they learned at the beginning of the course.
So the common structure, the notions of field turnaround mode,
the grammar, the terminology,
the degree of literate ness, the degree of formality
and the rhetorical devices that we use,
and also the idea
of analyzing audio description of the same.
Well, I ask about all types of texts.
If they could feel that the knowledge of English could be reinforced
and if translating at works so right in order this description,
the only analyzing audio description could reinforce
their knowledge of English.
And if well, that's the the good question if they
if they thought that audio description
was a real type of translation or if they thought it was a text
and well, there's some questions about
if they want it to be or to describe it as
and if they wanted to learn more and if they thought that
they were going to learn more about audio description
in their education
and some questions about
what a textual general is to see if it was the same
and they could relate that to all the description.
And well, these are all questions.
For example, if they thought that the
the classification of textual genres should be established,
or we can open it to more general some more texts.
And if learning about textual generous
was important for a translator.
So you see many questions
about the competencies to see
if they thought that the the real competencies that
this module
should have, the students of the modules should have,
and also the competencies of a translator.
And if they thought that the ideas and the the activities we had taken
and could lead to practice
and to learn about these competencies
and well
and also this question, if they thought that
or the description
was going to be part of the B.A curriculum in the next few years.
So now I'm showing you some of the results.
So most of them were in here.
We have only 29 responses because we had two modules of two classes.
So this I just brought one because I could imagine the data,
but most of them didn't know about audio description.
They didn't know it was a type of translation or a type of
technique.
And then they thought after studying it
that it was a textual type.
I hope they didn't say that because I introduce it
in a textual type typology module, and then I'm going
to show you some of the footnotes, some of the they open
sorry, some of their
one second they're open,
open questions and open answers and
responses.
So for example here and they think that the
the characteristics of the text, what they have in common
of audio description, they say, for example,
the brief introduction to the author, the description of the painting
and synonyms in the description of of each figure
and every single detail is described
after the introduction.
Their descriptions are fully objective.
I don't know why they said that, but yes.
And the vocabulary.
So they talk about all types, all characteristics of texts to to,
to, to talk about order description.
So here well, and I don't know if you can see everything, but
for example, they're describing the function,
the rhetorical devices, the formal language,
the variety of vocabulary,
some things about the grammar.
So this is some.
And then here, for example, I liked it very much.
I just took one of the responses just to illustrate
what they think or what they said, but they learn how to interact
with the notions of field to enter a mode with audio description.
So you see here, for example, the relationship
between the the author of the audio description and the
the the listener is a close relationship,
and that's because of the emotions and the painting.
And probably this is related to the rhetorical devices
and the use of a third person.
Then also the vocabulary.
Well, the mode, the grammar.
Again, they learn how to interact with the grammar
of audio description.
And they could understand, they could understand and
learn and identify this
the grammar used
terminology again here we can see for example,
specialized vocabulary was something common with all of them,
but also the objectives and the color terminology.
So this is they learn how to interact with the text.
We have some more questions.
I already mentioned this three
and now after this module and the the questions,
we have a final module asking about the evaluation.
So they, they think that
they well, they thought that they had learned new things about text.
So generous
they again they thought that the the
the classification was an established or closed.
They think of course that the text on generous
is important for a translator
and here related to everything they mentioned
lots of things which are well related to order description. They
they they thought that
they could learn how to
make a difference between concrete features
and general features, for example, and identifying
the text general and knowing the main organization
so that they can know what type of plexus to include.
Um, and I like this response.
I believe we are not prepared to face any, any type of text.
So it's good.
And the competencies, for example, here
we have, they know what they would they want to say.
So the linguistic ability of course,
but also the, the interpersonal and the cultural
and the research and the communicative competence
also they like the activities, it seems.
And they said that they learned a lot with the audio descriptions.
I mean, you, uh, because you have well, that's
also the interpersonal competencies to take into account
the blind people should understand what they're describing.
And also they, they have, they learned how to forge
and increase their vocabulary, etc..
And I like, well, this is just
I'm going to end soon, but I like these because they the
I like this one.
For example,
it was my favorite, the audio visual, the audio descriptions.
I mean, it made me realize what I wanted to do in my life.
It was something completely new to me and it made me think
I had discovered finally I'm their team, but finally
how I want to continue my studies
and they will.
Then you will open for them.
So I think it's really, I mean, a happy ending for this
because they really feel like audio description was I mean,
they understood the characteristics and the way of
into introducing themselves here.
But here, well, they
they told me that they, they, they think that it's going
to be part of the curriculum the next few years.
But then I said, why?
And I'm here are the the the ones who said no.
And one said, I got
I have got very little faith in the progress of education.
And also, one, someone said, I'm actually not sure
I would like to say yes, but I always feel that
the Spanish government doesn't really care about education.
So and then this one, I think the university has to work
more on the program of translation and interpretation
in order to modernize
and add new highlight useful topics to the curriculum.
So I think that this is important because they are aware of, uh,
I mean, their needs and the, the,
the way that University of course has it has to change a lot.
And, and yes, well, this is this.
And also I wanted to well, just to tell you that it has been
it has been implemented in six classes, in six courses.
So we're going to teach this module in different groups,
not only in my groups, but other teachers groups.
And I'm we also have a second phase
of museum audio description and rhetorical devices.
Um, that I'm, I'm willing to, to show you soon. And
well,
the achievements are really related to the competencies.
So I think they could understand
the importance of the study of textual generalist.
They knew what audio description is.
It's characteristic.
It's also they could acquire lexical competencies and idioms idiomatic,
and it increased their insight
into their own language learning process.
And well, I don't have much time,
but I want to.
Then it was a one student decided to create an audio description
as part of the module and well, all of them
had to write an audio description of their favorite painting.
But this one recorded everything.
So I wanted to show you I want to
move.
Maybe there, here
this sonic.
So I'm going to show you just
I mean, a few seconds of her audio description
and with that's something she created with the images and everything.
So I will show you.
A word is a very
large painting crafted by these Spanish artists had established
is a real cubic wanted site in the sky
canvas is 2.9 meters high.
I point to one meters wide,
making it one of the most prominent pieces.
And I'm using this by often and costing.
I want families paintings,
I said before painting shows.
Okay.
So you could be quote, meant to encompass
all that the painter had known in her short lifespan.
She was 18 years at a time.
This typical world is surrounded by female figures
marching in a strange procession from right to left.
They are both pieces of fire on the sand going down.
Greece has finally lighting up this These us
with.
Well, if you want you can check it it's on our in kaleidoscope
and YouTube with some more work from different students
from different modules
but you could see that
it had the technical parts and then also some subjectivity
because I know people like subjectivity and they
they use it from the very beginning of their or they describe as life.
And well, that's a ritual.
And if you have any questions or if you want to know more
about this project or anything. Yes.
Well, and
so I just wanted
to make them. But
thank you.
Thank you so much.
I think this is a very interesting issue, and I do believe it
has a real future.
So most people here are very interested
not only in audio description but in the other realities
of audio visual translation.
And I think we should all a work in the same direction,
helping you somehow.
I'd like to know, perhaps you have said, but I missed the point.
And how many sessions or how many hours
did you go to the seminar to audio description?
So we had the before the audio description
seminar to fear it like fury Days.
And then one
more practical seminar.
So it was 6 hours.
And then also they had to do the
this audio description at home.
They had some
analysis in groups, so they had to devote
maybe two or three or 6 hours.
It depends on on the student, but we had 6 hours of
so to yeah, like yes, three classes, free classes.
And their results are also part of the general Mark for this
for the subject. No, no no.
Because the I mean the curriculum, the curriculum itself is
already closed.
So I'm now talking to my other colleagues
because this is like a second year module.
And in Granada, the university and the department is very big.
So there are like six groups of this module.
So now I'm, I'm sending them all my materials
and I'm going to be there if they want to implement.
They told me they wanted.
So let's see if they want to implement one seminar.
But it has to be.
I mean, it
cannot be at least right now, inside the final mark,
because the the curriculum has only seven types of texts.
So it's legal, literary media.
So right now we cannot really play with that.
But hopefully in the future we can.
We should try.
Thank you so.
Much.
Do we have any more questions?
We do have 5 minutes
for me, as always,
I do have a couple of questions.
I don't know a few
because I am sure that we haven't read all the questionnaires
or the questions in the questionnaire.
And I don't know if you had because it doesn't deal
with the the text religion, what you were focusing in.
But did you have any questions dealing with the accessibility award?
Yes, because I have seen some answers talking about that.
That made me think no.
And now I'm aware of the blind users.
No, But did you have something ask in support?
No, no.
Because I wanted to focus only on textual typologies
and I wanted them to, uh, to, you know, to
focus on on the future of the text.
So but of course after I mean, in their, in their answers,
they talk about like for example, when I said if they, if
they ever
met someone for example, in class who was blind or watched a film
with audio description, like the debate was all
directed towards
accessibility and awareness and the audiences and everything.
So yes, that's one of the free
and successful, I think more results, but less changed.
No, after having this kind of training
or experience, not like nobody knew about of the description.
But now they want to be audited.
And I think that no, they're not even 20.
They're like 1982.
So I think they're very fresh and open.
So I think we shouldn't wait until they're in their email to
to make them understand what audio description is.
I think
I mean, as soon as they learn the audio description,
the main thing is going to be better.
And, you know, after all this experience
not been that each other in the train are there.
And when you hear like, I want to do that in the future
or I want to be that's that's not I close between
and that's that was my my aim as a as a professor
not to to be able to bring that in class.
No. Well
if there's no more comments
here, let's move to the last but not least.
I'm going to.
Participants. Yeah. Thank you, Liam.