The aim of the module is to introduce Audiovisual Translation (AVT) to the students and familiarise them with this type of multimedia translation which poses various restrictions to translators and differs greatly from traditional interlingual translation. Dubbing, Audio Description, subtitling for the D/deaf and hard of hearing (SDH) are all covered, but emphasis is placed on interlingual subtitling which constitutes the prime type of AVT in Greece. Students use the free software Subtitle Edit, while other key subtitling programs are also introduced, and the use of templates is explained. Meanwhile, students learn to work with the spatiotemporal and technical constraints of subtitling, the challenges posed by the various genres and those posed by the use of humour, slang and cultural-specific elements.
Upon completion of the module, students will be able to:
Week 1: Introduction to Audiovisual Translation. Types of AVT and multimodality. Accessibility issues in art and media for people with disabilities.
Week 2: Interlingual subtitling: special features. Spatiotemporal constraints. Introduction to dubbing: key features and challenges. Analysis of a dubbed children's film in Greek.
Week 3: Technical parameters of subtitling: spotting and text condensation.
Week 4: Introduction to the subtitling programme Subtitle Edit.
Week 5: The template and its revolutionary effect on subtitling. Translation of subtitles from a template: from theory to practice.
Week 6: Translation and linguistic diversity: geographical dialects, social dialects, slang, idiolect.
Week 7: LSP and subtitling: challenges and strategies to effectively address them. Hands-on-session (subtitling of a judicial drama, a medical drama, a documentary).
Week 8: Translation of cultural indicators/culture-specific items. Hands-on-session (subtitling of a Greek drama film). Translating Verbal Humor. Strategies to address the problems that arise and hands-on-session (subtitling of a British comedy).
Week 9: Introduction to subtitling for the deaf and hard of hearing. Problems and strategies. Practical application.
Week 10: Describing music and sounds. Problems and strategies for dealing with them. Practical application.
Week 11: Introduction to audio description for the blind and the partially sighted. Conveying visual infimration in a verbal form or turning images into narrative. Problems and strategies. Practical application.
Week 12: Creative audio description.Temporal constraints. Practical Application. Incusive film-making.
Week 13: Audio description for museums, art galleries and heritage sites: bringing arts and heritage to life for blind and visually impaired people. Multi-sensory approach to audio description.
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Díaz Cintas, J. & A. Remael (2007) Audiovisual Translation: Subtitling. Manchester: St. Jerome Publishing.
Díaz-Cintas, J., P. Orero and A. Remael (eds) (2007) Media for All: Subtitling for the Deaf, Audio Description and Sign Language. Amsterdam: Rodopi.
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Neves, J. (2009) “Interlingual subtitling for the deaf and the hard-of-hearing”. In J. Díaz-Cintas and G. Anderman (eds) Audiovisual Translation: Language Transfer on Screen. Basingstoke: Palgrave Macmillan, 151-169.
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Zabalbeascoa, P. (2008) ‘The nature of the audiovisual text and its parameters’. In J. Díaz-Cintas (ed.) The Didactics of Audiovisual Translation. Amsterdam and Philadelphia: John Benjamins, 21-37.
The lesson has a hybrid lecture-workshop format. It is largely based on the interaction with students and classroom discussion. Hands-on-sessions focus on practical aspects of the issues covered and described during the lectures. The use of video material is complemented with the use of technology (i.e. Subtitle Edit) and in-class group work (translation and comments on subtitling). The class material is made available on the Open eClass platform.
Subtitle Edit subtitling programme/platform.
Open eClass plattform.
A final written assignment is used to assess the students. It consists of interlingual subtitling or SDH or audio description and commentary on the problems faced and the strategies used to resolve them, backed by the theory taught during the semester. A research-based assignment is also possible.