Sunday, June 5, 2011
HIPoeces uses the visual field for a number of functions. Vowels, stress, consonants, pitch and intonation all involve fixed points where the sound or sound process is haptically anchored (movement with associated touch at some point). The ACCENT principles from graph design provide a good template for deciding how effectively a "move" in the visual field by the hands and arms fulfills the purpose for which it has been created. A (apprehension) Does the PMP (pedagogical movement pattern) "maximize apprehension of the relations between" the other PMPs in the field? (For example, are the individual vowels appropriately positioned in relative space from eachother?) C (clarity) Are the most important "elements visually the most prominent?" (For example, is the pitch change location the most obvious visual component of an intonation-based PMP? C (consistency) Are the symbols used sufficiently close to those used in general pronunciation teaching? E (efficiency) Are the elements of the graph (matrix) "economically" used? (In this case, do the PMPs involve as little distraction or redundancy in presentation as possible?) N (necessity) Are the elements (of the graph or matrix) the best conceptual schema for presenting and anchoring this concept or sound set? (The system is constantly evolving. At present the requirement is that all work be haptic, not just kinesthetic or auditory/visual. That may change later as well.) T (truthfulness) Are the graph elements accurately positioned and scaled? The PMP are, by definition pedagogically-based, as such many of them are not absolutely true-to-form with the linguistic systems and analyses on which they are based, but from the perspective of the best possible "felt sense" of an English sound for learning, the PMPs generally anchor well and strongly support learner integration of targeted material into spontaneous speech.