» Tuning / Warm-up (checkpoint):

• emblem: selections finalized (one’s “ingredients” for “recipe”);
  “sketches” in progress (online) and/or finalized.

• tentative topic for project — Career or Community dimensions
• Praxis: more direct/explicit than last week, implicit in our review of Chapters 9-11.
  cf. Chp. 1-2, “General Project,” “Attunement,” “Stimmung” etc.; plus “Mystory” (Chp 3).

• examples below.

 
Due:          Extra Credit Response (optional Exercise)

 
 
W 21-Apr (last class)          “Studio” Praxis: poetics for final project (design)

» Soundcheck (checkpoint):

• emblem revised (if necessary); final version online
• topic (“target” concept) revised / finalized (post in brief blog entry)
• “raw materials” (sources) selected; refine during/after class
• poetics / “blueprint” for assemblage; refine during/after class.

 
» Blog Entry (optional / e.c.):

Spring term “Playlist” or “Mash-up” (multimedia suggested; perhaps also test Tagxedo?)

 
 
R 22-Apr          No Class—Complete Project 3

 
F 23-Apr          Due: Project 3 Progress checkpoint/update (website shows “work in progress” )

 
S 24-Apr          Update:    Due: Project 3 (11pm deadline)

 
 
 »  “What Happens When MONUMENTALITY becomes electrate?”

• from “Consultation (postponed)” → MEmorial (Electronic Monuments, 2005)
  • Example: Death Penalty—Personal Best
• MEmorials (page)
• “Florida Rushmore” — the MYSEUM

 
 
 »  What if historiography had been invented in the 20th century
—like avant-garde art—rather than in the 19th century? (Teletheory, 1989) → Mystory

• MYSTORIOGRAPHY
• Noon Star (Ulmer’s mystory)

• My Own Private Oklahoma (student’s mystory)

 

• Contrast (“how not to compose a mystory”)

 
 
Graduate Seminars
 

 
 
 
ghink: Novel Experience/Expression course (AML 2410-8974, Fall 2009)

• Task:
  Develop a new mode of academic discourse (thought + expression) to express the lived affect of someone else’s specific historical experience — as we imagine or intuit it, without judgment, while taking responsibility as producers (not passive consumers) of knowledge.

 
 » Problem  (for humanities “research” or “experiment”):

“People do not understand each other. The incomprehensible part of each of us makes up the entire basis of life.
Perhaps by reading these texts, we can work toward an effort of mediation on the incomprehensible. I do not say that we are going to understand the incomprehensible, but we have to accept it” (131).
— Hélène Cixous, “Poetry, Passion, and History” (1985)

 
 
M 15-Feb read: Strickland & Lawson: Slipping Glimpse

Presentations: Groups 1 & 2
— review Presentation Page
Collaborate online in advance, preparing specific points for class (required)
 
— review Project 1 page

 
W 17-Feb read: Strickland & Lawson: Vniverse

Presentations: Groups 3 & 4
 
Weekly Blog Entry: optional / extra credit
» suggest: entry about Strickland (as relay); or Exercise: “Micro Scenes” (p.92)

 
 
R 18-Feb “Studio”: Workshop (praxis, “tech-support”)—Project 1

» Due: (before class) Workshop Prep.

 
 
F 19-Feb “Studio”: Composition Work (independent)

Note: necessary to show progress (“in progress”) this afternoon,
in place of today’s class (otherwise, no Att/Part. credit).

S 20-Feb          » Due:  Project 1

update: (posted by/on “Saturday night” — no deadline time now,
but I will check pages on Sunday morning.)
 
— deadline for email to guarantee reply: 8pm
(I will certainly read and try to reply afterward;
definitely send any “emergency notifications” regardless.)

• preview/test image software (any of these free, web-based programs):
  Pixlr; Phoenix; or Photoshop (requires registration);
  optional (less dynamic):
  Picknik (collage); Wordle (text clouds; two key tricks here)

   

• review assignment (including updates after Wednesday class)
   

• Finish collaborating with group, online discussion (for continued participation/presentation credit) — especially about Relay lesson/rationale and pending questions.
   

• Post a new blog entry with
  • at least one question (conceptual or formal) — including request for specific technical instruction in Studio Workshop;

  • tentative topic for Part I, and whether “discovery” or “founding invention”; also, qualify how part of Career dimension, if necessary (e.g. related/general field, to which your career relates; this is flexible, but rationale is important);
    — with provisional idea for sources (both scholarly and otherwise).

   
   

• Update blog:
  • Create new Project page (with 3 sub-pages)
     

  • Fix blog layout/org. formatting, if necess.
    (e.g. Pages: Inventory, Project 1; Entry Categories: Weekly, Exercise, other, etc.)
     

  • Attempt any design techniques you’ve not tried thus far, in a test entry or page:
    • Embedding media: Image, Audio, Video (from Web)

    • Uploading from cpu. (to Media Library or Page/Post)
    • Formatting an entry, including text styles, links, Lists, and Blockquote
      (these have buttons in toolbar)
    • Making an image a hyperlink (“Insert” command);
       

      ---

       

    • Formatting an entry in HTML view (cf. Webmonkey):
      e.g. < HR > (horizontal line, like ^that^);
      centering lines of text,
      embedding objects (like Google Map);
      creating a Table to arrange/display mixed media (see below).
      Webmonkey Table basics

     

  • » note: all of this constitutes attending Thursday’s class with adequate preparation (Att./Part. credit); I will gladly demonstrate how to design or fix something (within limits of assignment scope and free Wordpress account features), as long as you have attempted already (e.g. embedding and resizing images) and posted a question for “tech support.”

   

  Technical Instructions(from Wordpress):
  • Embedding Images

  • Video Instructions (for YouTube; cf. Google, Vimeo, etc. on page)
  • Adding Audio Instructions
  • Google Maps

   
   
   

  ---

  ---

   
  

  a table layout allows better formatting of text and images…           without needing to make an image in photoshop, which you’d hav to edit everytime means editing & uploading for each change.
  	You’ve already seen several examples on this blog so far

  
   
   
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  M 11-Jan read (for class): Internet Invention Chp 1 (18-42): “Mystory”
  Discuss: Part One “Career Discourse” (Popcycle, Humanities)

   
  W 13-Jan read: Bobby Rabyd, Sunshine ’69 (1996) Discuss: New Media / Hypertext

  * Note: I still need to see everyone’s introductions on their blogs — specifically: grade, major/minor, technical skills and web/creative experience, and enrollment rationale.
  (I need this info in order to arrange groups. Please post ASAP.)
   
  note: weekly blog entries normally due Wednesday evening;
  suggest writing / posting first entry before Thurs class (when you have time).

   
  R 14-Jan Screening:

  Y tu mamá también (Dir. Cuarón, 2001; 105 min.)

   
  F 15-Jan Discuss: all assigned material to date, including blog entries.
                      (quiz? Take notes while reading…)

  Discuss: Method: Films & Project 1 (1^st Component)
  Due: First Blog Entry

   
  

   
   
   

  Note: There is a poll embedded within this post, please visit the site to participate in this post's poll.

   
   

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