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Article published In:
Target
Vol. 36:2 (2024) ► pp.184–214

The multimodal translation workshop as a method of creative inquiry

Acousmatic sound, affective perception, and experiential literacy

ORCID logo | University of Edinburgh
ORCID logo | King’s College London

This article investigates the role of affective perception in the development of translation and experiential literacy through the medium of a multimodal translation workshop held with twelve arts practitioners, academics, and translators. Both the rationale for the workshop format and the interpretation of workshop outputs draw on a transdisciplinary framework spanning theories of intermediality and multimodality, the study of acousmatic sound, acoustic atmospheres, and corporeal music/sound reception. Adopting a phenomenographic approach, we discuss the role of the body and the senses in communication and how the sensory exercises developed for our workshop can provide access to the prenoetic nature of perception from both a cognitive and affective standpoint. Recognizing the narrative quality of participants’ comments, a deductive approach was taken to analyze their translations and reflections through the lens of narrative modes of acousmatic music. The article concludes with pedagogical implications on the basis of participants’ reflections. Our findings support the use of a multimodal online translation workshop as both a research method to investigate meaning-making and a pedagogical resource to develop experiential literacy for both practitioners and developing translators.

Keywords: experiential literacy, experiential translation, embodiment, cognition and affect, multimodality, intermediality
Article outline
  • 1.Introduction: The creative translator and the multisensorial experience of the text
  • 2.Modalities, affordances, affect, and the body
    • 2.1Language and embodied perception
    • 2.2Towards an affective phenomenology of (intersemiotic) translation
    • 2.3Sound, body, and language
    • 2.4Acousmatic listening and dépaysement
  • 3.Workshop and data generation
    • 3.1Researcher positionality
    • 3.2Research approach
  • 4.Analysis and discussion
    • 4.1Cognitive and affective analysis of listening and drawing exercises
    • 4.2Narrative analysis
      • 4.2.1Spatial narrative
      • 4.2.2Mimetic narrative
      • 4.2.3Material narrative
      • 4.2.4Embodied narrative
  • 5.Conclusion and pedagogical implications
  • Acknowledgements
  • Notes
  • References
Published online: 1 March 2024
DOI logo
https://doi.org/10.1075/target.22051.cam
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