You can post a response to the feedback questions on your blogs or send comments via the course via email.
Thanks for your great work this term - and keep in touch.
Friday, April 30, 2010
Great Class!
The show was AWESOME. Your presentations were well done and the audience (small but interested) was suitably impressed.
Thanks for your great work this term - and keep in touch.
Thanks for your great work this term - and keep in touch.
Monday, April 26, 2010
Final details on the show
Turning in your work
Turn in your work by Tuesday night. Make sure I have clear directions for how to find + open+ run your work.
Turn in your work by Tuesday night. Make sure I have clear directions for how to find + open+ run your work.
Also, create the blog entry (for directions, see the last heading for this post) that will serve as the entry screen for your texts
The Show - where and when.
The Show will be in the Nancy Dryfoos Gallery (to the right of the main door to the Library (facing CAS). Sam and I will set up the show Wednesday morning so it will be open by noon. We will close it after 8:00 pm.
You are expected to be at the show from 6 - 7:15 - the time for our class. If you could stay until 8:00, that would be nice because I am guessing we will take more than the 1 hour 15 minutes for our class for each of you to speak.
Your presentations at the show.
Beginning at 6:00, I will introduce you as a group to whoever happens to be in the gallery. Then, one by one, you will introduce each of your works (see below for the format regarding things to cover) and answer questions. We will move from computer to computer so you can do a "show & tell". Not all guests will necessarily listen to the speakers - but that is OK.
During your presentation you should: state the name of the piece and indicate the genre it connects to- for this discussion you might mention other works from the course that gave you ideas; also name the software you used and how it allowed you to do what you did; discuss the ideas central to your piece; and then talk a little about how to "play" or interact with your work. You might also want to ask if there are any questions.
We will use a Blog post as the resting screen for guests to access your work. This post should have:
1. a short bio where you describe yourself in terms of your interests, accomplishments, and aspirations.
2. The names of each of your texts along with short descriptions (as per the assignment sheets - include genre) + how to access/play them.
3. Anything else you would like to say.
This should be fun!
Showing and reception
The show is set. Sam has created a poster for us (which I could not manage to post on this blog) and it will be visible on campus tomorrow.
I am in the process of rustling up computers so it looks like this actually might happen.
Tonight - in class - you will talk through your short presentations on your work. If we get through, you can start on the reflective writing posted on the previous blog.
Teaching this class has expanded my perspectives on both literature and writing - and it has been FUN. I am looking to your comments for ideas about how to make this course even better. Thanks for your creativity and dedication - I feel really lucky we got to do this class.
Some reflections
READINGS:
Theoretical readings: were there enough? in the right order? did they go into enough depth? what would you like to read more about? anything you need to leave out?
Examples of genres: were there enough? in the right order? would would you like to read more of? anything you'd leave out?
COURSE BLOG:
Useful? Anything you'd add? Anything you'd ditch?
ASSIGNMENTS:
Project 1, Project2, Project 3 => Clear criteira? Appropriate criteria (did they move you deeper into your understanding of & facility creating electronic literary texts)?
Need more, shorter assignments? Fewer longer assignments?
Was feedback/support useful during + after the composing process?
Blogs: What were the blogs good for? What were they NOT good for? Would you keep blogs as a feature of the course and why? Anything you'd change
Review: How did this assignment contribute to your understanding of electronic literature? How did it contribute to your understanding of how to WRITE electronic literature? Would you keep this assignment – and why or why not? Anything you'd change?
WHAT YOU LEARNED
How did this course affect your understanding of literature?
What did you learn about electronic literature?
What did you learn about writing electronic literature?
How did this course expand your proficiency with software? hardware?
Clearly composing electronic texts differs from writing print texts; how did this course affect your composing process?
What kind of students would you recommend this class to (or not)?
Theoretical readings: were there enough? in the right order? did they go into enough depth? what would you like to read more about? anything you need to leave out?
Examples of genres: were there enough? in the right order? would would you like to read more of? anything you'd leave out?
COURSE BLOG:
Useful? Anything you'd add? Anything you'd ditch?
ASSIGNMENTS:
Project 1, Project2, Project 3 => Clear criteira? Appropriate criteria (did they move you deeper into your understanding of & facility creating electronic literary texts)?
Need more, shorter assignments? Fewer longer assignments?
Was feedback/support useful during + after the composing process?
Blogs: What were the blogs good for? What were they NOT good for? Would you keep blogs as a feature of the course and why? Anything you'd change
Review: How did this assignment contribute to your understanding of electronic literature? How did it contribute to your understanding of how to WRITE electronic literature? Would you keep this assignment – and why or why not? Anything you'd change?
WHAT YOU LEARNED
How did this course affect your understanding of literature?
What did you learn about electronic literature?
What did you learn about writing electronic literature?
How did this course expand your proficiency with software? hardware?
Clearly composing electronic texts differs from writing print texts; how did this course affect your composing process?
What kind of students would you recommend this class to (or not)?
Thursday, April 22, 2010
Wednesday, April 22
We continued to work on finishing up your final projects.
Come to class Monday with your work finished enough to give a little presentation. Have the set up (introduction/overview/how it works part of the assignment) finished so we can go over it and make sure it will work for the Exhibit. We will have a rehearsal/walk through of what you will say during your presentation at the Exhibit.
A link to your work, or an electronic copy can be handed in in class - or at the Writing Center on Tuesday if you need to make final revisions. Sam and I will set up Wednesday morning, and the show starts at noon.
We will also be doing some reflection on the course. I will post the prompt by class Monday, but I am guessing we will not have much time in class to do it. That will be your last Blog (sigh).
Have a great weekend, and see you on Monday.
Come to class Monday with your work finished enough to give a little presentation. Have the set up (introduction/overview/how it works part of the assignment) finished so we can go over it and make sure it will work for the Exhibit. We will have a rehearsal/walk through of what you will say during your presentation at the Exhibit.
A link to your work, or an electronic copy can be handed in in class - or at the Writing Center on Tuesday if you need to make final revisions. Sam and I will set up Wednesday morning, and the show starts at noon.
We will also be doing some reflection on the course. I will post the prompt by class Monday, but I am guessing we will not have much time in class to do it. That will be your last Blog (sigh).
Have a great weekend, and see you on Monday.
Monday, April 19, 2010
Monday, April 19
Sam has nearly completed our poster for the final presentation. Today was a workshop!
Lisa is planning a murder mystery where John will be knocked off by one of us (please submit pictures and bios to Lcupo@kean.edu).
Sam is debating whether to do the biggest Inanimate Alice parody ever, or a locative piece (but alas the cherry blossoms. . .), or?
John seems to be working along so I am assuming that his project is going well.
Ryan is selecting music genres for his last piece - so I am assuming that is going well too.
Ania is planning a piece on the five senses(taste will be by implication? interpreted through visuals? touch the same. . ? interesting)
Justine - the changing cycles of being - the universe (sunrise/sunset) plants(trees/flowers). . .?
Nic is going to present players with moral dilemmas - or him/her control/judgment over a character
Yvonne is crafting her videos from the trip to the zoo into a series of visually or aurally parallel images/movements/relationships (the merry-go-round= animals in their cages; the baby and the peacock; the monkeys climbing and the kids. . .)
Melissa is going to extend and complicate her second project on writer's block (that's kind of funny).
Good work!
Final grades+ turning in your work
On the syllabus it states that your grade will be calculated based on:
1. Class participation, homework, journaling, review 20%
2. Short projects (hyperlinked text & non-narrative text) 30%
3. Collaborative multimedia performance project (for final class) 20%
4. Final project 30%
We did not do the collaborative multimedia performance project - so I will simply drop that out, and keep the same percentages for the other requirements, so that:
Class participation etc 25%
Short projects: 37.5 %
Final project : 37.5 %
Total = 100%
Each of you will turn in your work in a form suitable transferring to the computer at the final show at the Nancy Dryfoos Gallery; make sure I have a copy of whatever you need to set up your work no later than Tuesday, April 27. Sam and I will set up for the show to start on Wednesday, April 28.
Although you will not be in class on Monday, May 3, I will post a set of prompts I would like you to respond to - either as a blog post - or an email if you are feeling private. They will provide feedback on the course - and help me figure out what was good and what needs to be better, what to add and what to revise for the next time I teach this course.
That's about that.
Lisa is planning a murder mystery where John will be knocked off by one of us (please submit pictures and bios to Lcupo@kean.edu).
Sam is debating whether to do the biggest Inanimate Alice parody ever, or a locative piece (but alas the cherry blossoms. . .), or?
John seems to be working along so I am assuming that his project is going well.
Ryan is selecting music genres for his last piece - so I am assuming that is going well too.
Ania is planning a piece on the five senses(taste will be by implication? interpreted through visuals? touch the same. . ? interesting)
Justine - the changing cycles of being - the universe (sunrise/sunset) plants(trees/flowers). . .?
Nic is going to present players with moral dilemmas - or him/her control/judgment over a character
Yvonne is crafting her videos from the trip to the zoo into a series of visually or aurally parallel images/movements/relationships (the merry-go-round= animals in their cages; the baby and the peacock; the monkeys climbing and the kids. . .)
Melissa is going to extend and complicate her second project on writer's block (that's kind of funny).
Good work!
Final grades+ turning in your work
On the syllabus it states that your grade will be calculated based on:
1. Class participation, homework, journaling, review 20%
2. Short projects (hyperlinked text & non-narrative text) 30%
3. Collaborative multimedia performance project (for final class) 20%
4. Final project 30%
We did not do the collaborative multimedia performance project - so I will simply drop that out, and keep the same percentages for the other requirements, so that:
Class participation etc 25%
Short projects: 37.5 %
Final project : 37.5 %
Total = 100%
Each of you will turn in your work in a form suitable transferring to the computer at the final show at the Nancy Dryfoos Gallery; make sure I have a copy of whatever you need to set up your work no later than Tuesday, April 27. Sam and I will set up for the show to start on Wednesday, April 28.
Although you will not be in class on Monday, May 3, I will post a set of prompts I would like you to respond to - either as a blog post - or an email if you are feeling private. They will provide feedback on the course - and help me figure out what was good and what needs to be better, what to add and what to revise for the next time I teach this course.
That's about that.
Friday, April 16, 2010
Event
Digital Literature by Kean University Students
Wednesday, April 28, from noon to 8:00 p.m. in the Nancy Dryfoos Art Gallery. The exhibition will feature original digital works by students from the course ENG 4081: Writing Electronic Literature, including works of hypertext fiction, interactive works, flash poetry and other genres of electronic literature. Authors will discuss their work at in informal reception from 6 p.m. to 8 p.m. For further information, please contact Samantha Jackson at jackssam@kean.edu, or Dr. Sally Chandler at schandle@kean.edu.
Wednesday, April 28, from noon to 8:00 p.m. in the Nancy Dryfoos Art Gallery. The exhibition will feature original digital works by students from the course ENG 4081: Writing Electronic Literature, including works of hypertext fiction, interactive works, flash poetry and other genres of electronic literature. Authors will discuss their work at in informal reception from 6 p.m. to 8 p.m. For further information, please contact Samantha Jackson at jackssam@kean.edu, or Dr. Sally Chandler at schandle@kean.edu.
Tuesday, April 13, 2010
Class April 13
Melissa gave her presentation (thank you, Melissa) on Girls Day Out, and we did some brainstorming on the final projects. The emphasis on this last project will be to create a literary work - a piece that resonates with the features we identified as literary and associated with new media.
Some features of literature in digital works might be:
- connections between theme and form that are unique to digital media (for example the hidden texts in Girls Day out and The Jew's Daughter; the organization + structure of interaction in 12 Blue; the illusion of choice in "All Roads")
- the use of motion, sound, visual representations, and textual structures such that these elements are interpretive features of the text's meaning (as in Faith, Storyland, and Nio)
- multiple interpretive possibilities arising from your choices for representation, metaphor, and interaction = all texts! (a general feature of literature)
- references to and re-conceptualization of other works of art or real-world events (as in Hypertext, The Jew's Daughter, Little Red Riding Hood, Deviant, Girls Day Out, etc.
- concept or image centered explorations
Important notes:
If you have not already sent Sam images for the pieces you will present at the final show - send them to her ASAP.
I collected Project 2 in class. Those of you who have not yet turned in your work - send it to me/provide me with a copy for a grade.
For Wednesday:
Anna and Yvonne will give their presentations and you will spend the rest of the class working on yoru final projects.
Some features of literature in digital works might be:
- connections between theme and form that are unique to digital media (for example the hidden texts in Girls Day out and The Jew's Daughter; the organization + structure of interaction in 12 Blue; the illusion of choice in "All Roads")
- the use of motion, sound, visual representations, and textual structures such that these elements are interpretive features of the text's meaning (as in Faith, Storyland, and Nio)
- multiple interpretive possibilities arising from your choices for representation, metaphor, and interaction = all texts! (a general feature of literature)
- references to and re-conceptualization of other works of art or real-world events (as in Hypertext, The Jew's Daughter, Little Red Riding Hood, Deviant, Girls Day Out, etc.
- concept or image centered explorations
Important notes:
If you have not already sent Sam images for the pieces you will present at the final show - send them to her ASAP.
I collected Project 2 in class. Those of you who have not yet turned in your work - send it to me/provide me with a copy for a grade.
For Wednesday:
Anna and Yvonne will give their presentations and you will spend the rest of the class working on yoru final projects.
Thursday, April 8, 2010
Random text generator
For those of you interested in creating a piece of text-based generative art - you might check out markoff - software for generating random text based on a model text you provide.
What we did April 5 + what to do for class Monday, April 12
In class Justine walked us through Storyland, and Ryan presented on Nio. Great presentations both - thank you very much.
I pointed out the sampler of electronic literature genres (posted on the right sidebar) and we talked over some ideas for the final project.
For Monday, Anna will be presenting on Strings, & Melissa sill talk about Girls Day Out. After their reviews we will devote the rest of class to work on the Final Project.
We will spend any time left in class working on your final projects.
Final showing for your work: Sam has arranged for us to have a one day exhibition, from noon until 8:00 p.m. at the Nancy Dryfoos Gallery across the way at the Library on April 28. We will set up your works as on display in the morning, and you will give individual presentations on them beginning at 6:00 - until we finish. If some of you have to leave, or have class conflicts, we can schedule you first. I just didn't want to run out of time.
Sam is working on the PR materials. For the poster, we decided to do a grid like for the Electronic Literature Collection, only with images from the works you want to display. So:
ASAP send via email, a screenshot or image (at least 300px) that represents each of your projects to Sam at jackssam@kean.edu
Blog 15.5: do some writing to identify the concept, software + basic structure.
In class you will be expected to be ready to move on developing this piece.
I pointed out the sampler of electronic literature genres (posted on the right sidebar) and we talked over some ideas for the final project.
For Monday, Anna will be presenting on Strings, & Melissa sill talk about Girls Day Out. After their reviews we will devote the rest of class to work on the Final Project.
We will spend any time left in class working on your final projects.
Final showing for your work: Sam has arranged for us to have a one day exhibition, from noon until 8:00 p.m. at the Nancy Dryfoos Gallery across the way at the Library on April 28. We will set up your works as on display in the morning, and you will give individual presentations on them beginning at 6:00 - until we finish. If some of you have to leave, or have class conflicts, we can schedule you first. I just didn't want to run out of time.
Sam is working on the PR materials. For the poster, we decided to do a grid like for the Electronic Literature Collection, only with images from the works you want to display. So:
ASAP send via email, a screenshot or image (at least 300px) that represents each of your projects to Sam at jackssam@kean.edu
Blog 15.5: do some writing to identify the concept, software + basic structure.
In class you will be expected to be ready to move on developing this piece.
Tuesday, April 6, 2010
What we did in class + ideas for final project
We looked at projects by Sam, Justine, John, Yvonne, Nic and (after class) Ryan. They were all AWESOME. We also took a brief look at the assignment sheet for the Final Project.
Also - Sam indicated that if I could come up with the laptops, we could have a one-day exibition culminating with presentations on your electronic literature projects at the gallery downstairs. I will check into the laptops and get back to you on Wednesday.
For Wednesday - bring an electronic version of Project 2 to class and I will collect them on a usb memory stick. Justine and Ryan will be presenting on Storyland + Nio = two examples of generative electronic literature.
We will talk about this form - and this should lead into a discussion of what other forms you might use for your final project - along with some serious brainstorming. Meanwhile - look at the Digital Literature Sampler - for some ideas.
Blog 15: Start some brainstorming writing for what you will do for the Last Project.
Also - Sam indicated that if I could come up with the laptops, we could have a one-day exibition culminating with presentations on your electronic literature projects at the gallery downstairs. I will check into the laptops and get back to you on Wednesday.
For Wednesday - bring an electronic version of Project 2 to class and I will collect them on a usb memory stick. Justine and Ryan will be presenting on Storyland + Nio = two examples of generative electronic literature.
We will talk about this form - and this should lead into a discussion of what other forms you might use for your final project - along with some serious brainstorming. Meanwhile - look at the Digital Literature Sampler - for some ideas.
Blog 15: Start some brainstorming writing for what you will do for the Last Project.
Monday, April 5, 2010
Final Project
Final Project: Writing Electronic Literature
Hypertext, network fiction, interactive fiction, locative narratives, installation pieces, codework, generative art, and flash poems => any combination of your imagination.
Purpose: to compose a piece of orignial, non-trivial electronic literature; to explore new media composing processes and practices; to make something exciting and wonderful that others will find the same.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . For this assignment you may use any software that you feel will work with your concept; you may pose interactions between physical and digital spaces as in locative works and installations, and/or you may use generative or network components (elements we have not covered extensively in class). Your work should have a literary focus/concept that is realized at least in part through the use of new media.
As in previous assignments, the complete work will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog (in the case of performance or locative works, include sufficient directions for the physical components so as to allow play/reading of your work in the appropriate setting)
- a folder for visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The complete work will include:
- a comprehensive design that is integral to the text’s meaning/conceptual focus
- multimedia elements that engage sight, sound, movement, configuration, and user interactions as active features in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme and to the media in which it is composed
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Hypertext, network fiction, interactive fiction, locative narratives, installation pieces, codework, generative art, and flash poems => any combination of your imagination.
Purpose: to compose a piece of orignial, non-trivial electronic literature; to explore new media composing processes and practices; to make something exciting and wonderful that others will find the same.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . For this assignment you may use any software that you feel will work with your concept; you may pose interactions between physical and digital spaces as in locative works and installations, and/or you may use generative or network components (elements we have not covered extensively in class). Your work should have a literary focus/concept that is realized at least in part through the use of new media.
As in previous assignments, the complete work will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog (in the case of performance or locative works, include sufficient directions for the physical components so as to allow play/reading of your work in the appropriate setting)
- a folder for visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The complete work will include:
- a comprehensive design that is integral to the text’s meaning/conceptual focus
- multimedia elements that engage sight, sound, movement, configuration, and user interactions as active features in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme and to the media in which it is composed
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Wednesday, March 31, 2010
March 31
Lisa gave her excellent presentation on "Dawn" (thank you Lisa) and you worked on some of the software details for your projects. I have emailed grades for those of you who have presented so far. For those of you who have yet to present - I am in fact using the criteria from the assignment sheet to arrive at grades - so it wouldn't hurt to look it over one more time before your presentation.
For Monday - finish Project 2 & either embed your project in your blog (see previous blog) or post a link to your work at a site with enough space if your work is larger than is allowed on blogger.
In class you will give one-by-one in front of the class presentations on your projects.
We will spend the rest of class identifying genre possibilities (some that we haven't covered)for your final project + brainstorming ideas. Sounds like fun, right?
Blog 14: Project 2 with (revised if there were any afterthoughts/changes) abstract.
For Monday - finish Project 2 & either embed your project in your blog (see previous blog) or post a link to your work at a site with enough space if your work is larger than is allowed on blogger.
In class you will give one-by-one in front of the class presentations on your projects.
We will spend the rest of class identifying genre possibilities (some that we haven't covered)for your final project + brainstorming ideas. Sounds like fun, right?
Blog 14: Project 2 with (revised if there were any afterthoughts/changes) abstract.
Monday, March 29, 2010
What we did in class March 29
Tonight John talked us through "Bad Machine." (Thank you, John). Check his blog for the details. Several of you - Lisa, Nic, Ryan, Melissa, & Yvonne also gave sort of mini-presentations on what you've got so far for Project 2 - and we brainstormed ideas. It sounds like you are getting the idea =
- make sure you have a literary focus (think back to those recurring discussions of what literature is & what it does);
- use the software in a way that creates an "experience" for the reader that is integral to your project's meaning.
For Wednesday, Lisa will talk to use about "Dawn," (Yvonne will be presenting on "Carving the possibilities" - but she has been transferred to a later date:
Lisa Dawn 3/31
Ryan Nio & Justine Storyland 4/7
Anna - let me know & Melissa Girls day out 4/12
Yvonne - "Carving the possibilities" Date TBD
You will spend the rest of the class polishing, finishing, "testing" your projects. Come to class with a "working" draft so your classmated can try them out + give you some feedback. You can either embed your project in your blog (using the links from the previous post) or bring it on a thumbdrive.
Also Blog 13: write your abstract for project to (patterned on the author descriptions in the Electronic Literature Collection pieces). Include a description of what your piece "does" / what it is about; the software & connections to other "literature", etc.
- make sure you have a literary focus (think back to those recurring discussions of what literature is & what it does);
- use the software in a way that creates an "experience" for the reader that is integral to your project's meaning.
For Wednesday, Lisa will talk to use about "Dawn," (Yvonne will be presenting on "Carving the possibilities" - but she has been transferred to a later date:
Lisa Dawn 3/31
Ryan Nio & Justine Storyland 4/7
Anna - let me know & Melissa Girls day out 4/12
Yvonne - "Carving the possibilities" Date TBD
You will spend the rest of the class polishing, finishing, "testing" your projects. Come to class with a "working" draft so your classmated can try them out + give you some feedback. You can either embed your project in your blog (using the links from the previous post) or bring it on a thumbdrive.
Also Blog 13: write your abstract for project to (patterned on the author descriptions in the Electronic Literature Collection pieces). Include a description of what your piece "does" / what it is about; the software & connections to other "literature", etc.
Posting your ppt to your blog
Embed powerpoint slides in your blog
or
another way to embed powerpoints into your blog
For this one - you don't need to download Irfranview - if you figure out the pixels for the width of your blog post (just right click and you can read it from the code) - the Scribd will automatically convert the code for you. My post column is 400 pixels wide - so like the blogger, I typed in 399.
CCCs Talk Sally
or
another way to embed powerpoints into your blog
For this one - you don't need to download Irfranview - if you figure out the pixels for the width of your blog post (just right click and you can read it from the code) - the Scribd will automatically convert the code for you. My post column is 400 pixels wide - so like the blogger, I typed in 399.
CCCs Talk Sally
Wednesday, March 24, 2010
March 24
Nic's presentation was on All Roads. He gave us an overview on how to play the game + the different scenes you participate in. He described the navigation as flawed + frustrating. Pointed out that you could look at things in the room - but you couldn't get enough information. Interactive moves: senses = no smell; search & examine were the same command; though layering effects were good. Meet characters in different places and the characters respond to him differently - need to move through the scenes to figure out why. Felt that characters were flat.
One of the problems Nic identified was that "you weren't really the hero" - which curiously is an expectation from video gaming - but not necessarily from literature. As we discussed in class - electronic literature has "cross over" interference both from print literature + from gaming - and if you get stuck in expectations from either of those - you may miss part of what the texts do.
If you want to play into All Roads more deeply and need some help with interactive fiction - you might want to check out:
Guide to playing all roads
Sam spoke about Red Ridinghood. See her blog for links to relevant information.
For Monday, John will present on "bad machine". During the rest of class you can work on Project 2 - anyone who hasn't presented their draft can get some feedback.
Blog 12: Post an update to how project 2 is going - with requests for feedback.
I will be reading blogs over the weekend - so if you want comments on Project 2 - post by Friday. Have a great weekend and see you Monday.
One of the problems Nic identified was that "you weren't really the hero" - which curiously is an expectation from video gaming - but not necessarily from literature. As we discussed in class - electronic literature has "cross over" interference both from print literature + from gaming - and if you get stuck in expectations from either of those - you may miss part of what the texts do.
If you want to play into All Roads more deeply and need some help with interactive fiction - you might want to check out:
Guide to playing all roads
Sam spoke about Red Ridinghood. See her blog for links to relevant information.
For Monday, John will present on "bad machine". During the rest of class you can work on Project 2 - anyone who hasn't presented their draft can get some feedback.
Blog 12: Post an update to how project 2 is going - with requests for feedback.
I will be reading blogs over the weekend - so if you want comments on Project 2 - post by Friday. Have a great weekend and see you Monday.
Tuesday, March 23, 2010
Class March 22
Tonight several of you gave presentations on what you've done so far to get started with your second project. The presentations reviewed what your work as 'about,' what software you used, relationships between content and choice of software, and how you created the effects central to your piece. The purpose of the presentations was to share ideas and get some energy to experiment with creating a flash-type digital text.
On Wednesday, Nic and Sam will present on "All Roads" and "Red Ridinghood." Read through these texts so you can participate in the presentation. All Roads does not take long to play through to an ending - and Nic will give us the low-down on all the other possibilities. Red Ridinghood is more about spending time / exploring the space. These are both worth looking at. As you play - think about how /whether you could build something similar with the software you are familiar with.
The remaining class time will be spent working/presenting on Project 2. Think about what you want more information about or help learning how to use so you can work with classmates.
No blog - just check out the texts + work on your project.
Schedule for presentations:
Nic All Roads + Sam Red Ridinghood 3/24
John Bad Machine 3/29
Lisa Dawn & Yvonne to be determined 3/31
Ryan Nio & Justine Storyland4/7
Anna - let me know & Melissa Girls day out 4/12 .
On Wednesday, Nic and Sam will present on "All Roads" and "Red Ridinghood." Read through these texts so you can participate in the presentation. All Roads does not take long to play through to an ending - and Nic will give us the low-down on all the other possibilities. Red Ridinghood is more about spending time / exploring the space. These are both worth looking at. As you play - think about how /whether you could build something similar with the software you are familiar with.
The remaining class time will be spent working/presenting on Project 2. Think about what you want more information about or help learning how to use so you can work with classmates.
No blog - just check out the texts + work on your project.
Schedule for presentations:
Nic All Roads + Sam Red Ridinghood 3/24
John Bad Machine 3/29
Lisa Dawn & Yvonne to be determined 3/31
Ryan Nio & Justine Storyland4/7
Anna - let me know & Melissa Girls day out 4/12 .
Wednesday, March 10, 2010
Class March 10
We talked about "These Waves of Girl" to open up some more possibilities for building electronic lit texts. Take a look at Raine Koskimaa's essay on "these Waves. . ." - she points out connections among structure and narrative that might slip by on a quick read. Think about how your next text can use the structure (and the animation/presentation) as an element of storytelling.
We also talked about what makes texts literary - and what factors you need to take into consideration to make sure Project 2 is a "literary" text. For example - which is more literary = Nio, or Singing Horses? Storyland? Why? What are the features that make a text literary?
We then spent some time brainstorming - coming up with ideas, what you might do + how you might do it. Project 2 is another opportunity to experiment - to help you figure out what you can do for your major opus => the final project.
Schedule for presentations on reviews (see assignment sheet posted below for details).
Nic All Roads + Sam Red Ridinghood 3/24
John Bad Machine 3/29
Lisa Dawn & Yvonne to be determined 3/31
Ryan Nio & Justine Storyland4/7
Anna & Melissa 4/12 => evidently I didn't write down your texts - let me know.
For Monday, March 22:
WORK ON PROJECT 2
Blog 11: Yeah, this time REALLY post the map for Short project 2 and write a draft intro for your piece.
In class you will talk through what you have so far + workshop your piece.
Assignment sheet for Project 2:
Project 2: a work of digital literature that is interactive , involves codework, is generative art or is flash-based; you may use some combination of these new features and hypertext – but for this assigment you need to go beyond hypertext structures to incorporate motion, audio or video content, animation, and etc. As with Project 1 = structure should be integral to the project’s meaning.
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with non-hypertext electronic literature; to experiment with composing practices for creating a range of forms for digital literature; to explore software that can present images, sounds, and text in the forms associated with digital literature; and to design and publish a work of digital literature that is not exclusively a hypertext.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . You may use powerpoint, flash, windows moviemaker, or any software which allows you to create a text that incorporates sound, images, and movement into your text.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog
- a folder visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The hypertext itself will have:
- a navigation or interactive system that is integral to the text’s meaning
- elements where sight, sound, movement, configuration, and other active features of the text play a role in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
We also talked about what makes texts literary - and what factors you need to take into consideration to make sure Project 2 is a "literary" text. For example - which is more literary = Nio, or Singing Horses? Storyland? Why? What are the features that make a text literary?
We then spent some time brainstorming - coming up with ideas, what you might do + how you might do it. Project 2 is another opportunity to experiment - to help you figure out what you can do for your major opus => the final project.
Schedule for presentations on reviews (see assignment sheet posted below for details).
Nic All Roads + Sam Red Ridinghood 3/24
John Bad Machine 3/29
Lisa Dawn & Yvonne to be determined 3/31
Ryan Nio & Justine Storyland4/7
Anna & Melissa 4/12 => evidently I didn't write down your texts - let me know.
For Monday, March 22:
WORK ON PROJECT 2
Blog 11: Yeah, this time REALLY post the map for Short project 2 and write a draft intro for your piece.
In class you will talk through what you have so far + workshop your piece.
Assignment sheet for Project 2:
Project 2: a work of digital literature that is interactive , involves codework, is generative art or is flash-based; you may use some combination of these new features and hypertext – but for this assigment you need to go beyond hypertext structures to incorporate motion, audio or video content, animation, and etc. As with Project 1 = structure should be integral to the project’s meaning.
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with non-hypertext electronic literature; to experiment with composing practices for creating a range of forms for digital literature; to explore software that can present images, sounds, and text in the forms associated with digital literature; and to design and publish a work of digital literature that is not exclusively a hypertext.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . You may use powerpoint, flash, windows moviemaker, or any software which allows you to create a text that incorporates sound, images, and movement into your text.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog
- a folder visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The hypertext itself will have:
- a navigation or interactive system that is integral to the text’s meaning
- elements where sight, sound, movement, configuration, and other active features of the text play a role in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Monday, March 8, 2010
March 8
I am not going to be in class tonight. You are welcome + encouraged to hang out together and explore the flash features of powerpoint (Sam should be able to tell you just about all there is to know) and check out software for adding voice-overs to videos + photographs etc (eg Memory Miner, Photo story or you might find other possibilities at this site).
Check out Waves of Girls for next class - and on Wednesday we will sum up the features for non-hypertext electronic literature (expectations for your next project) and do some serious workshopping for your projects.
For Blog 10: post some more writing for your project's description and design
Check out Waves of Girls for next class - and on Wednesday we will sum up the features for non-hypertext electronic literature (expectations for your next project) and do some serious workshopping for your projects.
For Blog 10: post some more writing for your project's description and design
Wednesday, March 3, 2010
March 3
You did a great job on your first project - if you haven't received comments & a grade via email already - you will hear from me over the weekend. I will also be reading your blogs.
We've started looking at examples of texts that use the features you will be integrating into Project 2. As we read - think of ideas you might like to explore using some of the audio & visual effects the demonstrate.
Next week you will (hopefully) come up with a concept for Project 2 & a more or less definite plan for creating it (software choice + design) - so make good use of this weekend to do some planning.
For next class-
Read: Oulipoems + The Dream Life of Letters
Blog 9: Brainstorming for Short project 2 – write into how you will meet each of the requirements
In class Monday we will look in some more detail about how to use flash in powerpoint, check out some of the free software you can use to create sound/motion texts. Wednesday of next week will be an in-class workshop to map out Project 2.
Have a good weekend!
We've started looking at examples of texts that use the features you will be integrating into Project 2. As we read - think of ideas you might like to explore using some of the audio & visual effects the demonstrate.
Next week you will (hopefully) come up with a concept for Project 2 & a more or less definite plan for creating it (software choice + design) - so make good use of this weekend to do some planning.
For next class-
Read: Oulipoems + The Dream Life of Letters
Blog 9: Brainstorming for Short project 2 – write into how you will meet each of the requirements
In class Monday we will look in some more detail about how to use flash in powerpoint, check out some of the free software you can use to create sound/motion texts. Wednesday of next week will be an in-class workshop to map out Project 2.
Have a good weekend!
Tuesday, March 2, 2010
Class March 1 + what to do for next class
We "played through" the hypertexts you created. Wow. What great work you did! Innovative, stretching the boundaries of what hypertexts do, fun! For those of you who were not in class - you will have an opportunity to present your work on Wednesday.
We concluded class by talking over you next project = a non-hypertext work of digital literature. That leaves a lot to choose from - and hopefully reading through the next series of works will give you some ideas. We will also spend some time exploring/talking about what you can do with software that is readily available as a free download (Audacity, digital story software, etc) or in the "regular" software suites that come with most computers (like powerpoint). The assignment sheet for Project 2 is available on the last post of this blog.
The idea for Project 2 is to give you another chance to explore - experiment with ideas + digital lit forms. The one requirement not stated on the sheet is that you do something VERY DIFFERENT from what you did for Project 1. The point is to get a range of experiences under your belt - so when you work on your final project - you have some experiences to draw from.
For Wednesday we will finish up presentations on Project 1, think some more about Project 2, and talk about Regime Change, and Faith - two more works from ELV1 collection.
Blog 8: How are Regime Change & Faith similar/different to works we have read so far? What new dimensions for experience/interpretation do they add to readers' experience of digital literature?
We concluded class by talking over you next project = a non-hypertext work of digital literature. That leaves a lot to choose from - and hopefully reading through the next series of works will give you some ideas. We will also spend some time exploring/talking about what you can do with software that is readily available as a free download (Audacity, digital story software, etc) or in the "regular" software suites that come with most computers (like powerpoint). The assignment sheet for Project 2 is available on the last post of this blog.
The idea for Project 2 is to give you another chance to explore - experiment with ideas + digital lit forms. The one requirement not stated on the sheet is that you do something VERY DIFFERENT from what you did for Project 1. The point is to get a range of experiences under your belt - so when you work on your final project - you have some experiences to draw from.
For Wednesday we will finish up presentations on Project 1, think some more about Project 2, and talk about Regime Change, and Faith - two more works from ELV1 collection.
Blog 8: How are Regime Change & Faith similar/different to works we have read so far? What new dimensions for experience/interpretation do they add to readers' experience of digital literature?
Monday, March 1, 2010
Project 2: a work of digital literature that is interactive , codework, generative art or flash-based.
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with non-hypertext electronic literature; to experiment with composing practices for creating a range of forms for digital literature; to explore software that can present images, sounds, and text in the forms associated with digital literature; and to design and publish a work of digital literature that is not primarily a hypertext.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . You may use powerpoint, flash, windows moviemaker, or any software which allows you to create a text that incorporates sound, images, and movement into your text.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog
- a folder visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The hypertext itself will have:
- a navigation or interactive system that is integral to the text’s meaning
- elements where sight, sound, movement, configuration, and other active features of the text play a role in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with non-hypertext electronic literature; to experiment with composing practices for creating a range of forms for digital literature; to explore software that can present images, sounds, and text in the forms associated with digital literature; and to design and publish a work of digital literature that is not primarily a hypertext.
Description of assignment: create a work of digital literature where image, sound, movement, spatial relations and other visual, audio cues are significant components of the work . You may use powerpoint, flash, windows moviemaker, or any software which allows you to create a text that incorporates sound, images, and movement into your text.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable digital text linked to or embedded in your blog
- a folder visual & sound files, and lexia associated with the text
- a schematic, “map” or timeline to describe the design of your text
Criteria for grade: The hypertext itself will have:
- a navigation or interactive system that is integral to the text’s meaning
- elements where sight, sound, movement, configuration, and other active features of the text play a role in the texts’ reading
- a thematic, symbolic or conceptul focus that allows for a “literary” reading;
- elements that are creative, well composed, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Wednesday, February 24, 2010
February 24
Walking around the room and looking at your work - it looks like you are in good shape. For Monday - finish up.
Send me an email with your map + the lexia for your text.
For Blog 7: Post the following:
- a short introductory statement or “abstract” to characterize what your text “does”
- any instructions or suggestions for readers to have a successful experience
- a link to a readable/playable version of your hypertext
Based on what I have seen so far I am really looking forward to Monday when we read through your finished projects. If you get stuck - send me an email - or stop by the writing center. I will pretty much be there so long as the University is not snowed closed.
Have a good weekend and see you Monday.
Send me an email with your map + the lexia for your text.
For Blog 7: Post the following:
- a short introductory statement or “abstract” to characterize what your text “does”
- any instructions or suggestions for readers to have a successful experience
- a link to a readable/playable version of your hypertext
Based on what I have seen so far I am really looking forward to Monday when we read through your finished projects. If you get stuck - send me an email - or stop by the writing center. I will pretty much be there so long as the University is not snowed closed.
Have a good weekend and see you Monday.
Monday, February 22, 2010
February 22
You gave presentations on your plans for your web sites - and they look great. Wednesday will be a workshop. I strongly suggest that you work as far as you can - to a place where you are stuck - or would like to do something more elegant but don't know how. Then in class you can network and hopefully someone will have your answer.
No blog.
Just keep working on your projects.
See you Wednesday.
No blog.
Just keep working on your projects.
See you Wednesday.
Wednesday, February 17, 2010
Wednesday, February 17
Tonight you spoke up for the texts from the Electronic Literature Collection that you wanted to review. We looked over the assignment sheet (posted on this blog, on the Somestory site, and as an attachment)to review the expectations for the assignment, and you spoke up for the following pieces.
Ryan = Nio
John= Bad Machine
Yvonne = Faith
Sam = Red Ridinghood
Nic = All Roads
Lisa = Dawn
Justine = Storyland
Ania and Melissa - let me know.
We discussed Disappearing Rain - noting how the exhaustively clear navigation both eliminated the frustrations and ambiguities we experienced reading some of the other hypertexts, and (as observed both by the class and critics) seemed to make this work almost like print text - in that it could be read clearly from beginning to end with little doubt about how the pieces fit together.
We then summed up the structure of the texts we've read so far:
12 Blue presents a home page with links to eight pages, each of which have 12 links. There are also links embedded within the texts on the 12 linked pages that take the reader deeper, and may cross to one of the other eight pages (in limited ways).
FAQ about Hypertext, like Disappearing Rain, allows the reader full access to all available links. In contrast to Disappearing Rain, some features that gives this text increased electronic literariness is that it parodies both an existing electronic genre, and critical traditions for discussing those genres.
The Jew's Daughter is not really a hypertext - but a flash document that gives the illusion of a linked text. The structure is pretty much linear/overlapping, though the reader has freedom (as in a print text) to read forward and back by screen.
Disappearing Rain is an example of networked fiction, in that the story connects the reader to the internet itself both in its plotline and in its form (though since the work is old - most of the links are broken).
We then walked through the main features of google.sites, and you did some more thinking about how you were going to create your hypertext piece. Again, we reviewed the assignment requirements.
For Monday:
Do some work on your hypertext! Keep the requirements of the assignment in mind as you work. In class you will have some time to talk about your project - and to work on it - so be sure to save it some place you can open it in class.
Blog 6: Post a map of your site (so far) and your brainstormy writing/plans for how you are going to use this structure to create your piece. The more you post - the more your classmates and I can give you feedback on.
I will be reading/providing feedback for blogs by the end of the week - meaning if Blogs 3, 4 & 5 are not posted by Thursday night you probably will not be getting credit.
Have a great weekend and it sounds like you have some great ideas for your projects! See you Monday.
Ryan = Nio
John= Bad Machine
Yvonne = Faith
Sam = Red Ridinghood
Nic = All Roads
Lisa = Dawn
Justine = Storyland
Ania and Melissa - let me know.
We discussed Disappearing Rain - noting how the exhaustively clear navigation both eliminated the frustrations and ambiguities we experienced reading some of the other hypertexts, and (as observed both by the class and critics) seemed to make this work almost like print text - in that it could be read clearly from beginning to end with little doubt about how the pieces fit together.
We then summed up the structure of the texts we've read so far:
12 Blue presents a home page with links to eight pages, each of which have 12 links. There are also links embedded within the texts on the 12 linked pages that take the reader deeper, and may cross to one of the other eight pages (in limited ways).
FAQ about Hypertext, like Disappearing Rain, allows the reader full access to all available links. In contrast to Disappearing Rain, some features that gives this text increased electronic literariness is that it parodies both an existing electronic genre, and critical traditions for discussing those genres.
The Jew's Daughter is not really a hypertext - but a flash document that gives the illusion of a linked text. The structure is pretty much linear/overlapping, though the reader has freedom (as in a print text) to read forward and back by screen.
Disappearing Rain is an example of networked fiction, in that the story connects the reader to the internet itself both in its plotline and in its form (though since the work is old - most of the links are broken).
We then walked through the main features of google.sites, and you did some more thinking about how you were going to create your hypertext piece. Again, we reviewed the assignment requirements.
For Monday:
Do some work on your hypertext! Keep the requirements of the assignment in mind as you work. In class you will have some time to talk about your project - and to work on it - so be sure to save it some place you can open it in class.
Blog 6: Post a map of your site (so far) and your brainstormy writing/plans for how you are going to use this structure to create your piece. The more you post - the more your classmates and I can give you feedback on.
I will be reading/providing feedback for blogs by the end of the week - meaning if Blogs 3, 4 & 5 are not posted by Thursday night you probably will not be getting credit.
Have a great weekend and it sounds like you have some great ideas for your projects! See you Monday.
Thursday, February 11, 2010
For Monday
The Electronic Literature Collection is back online- so finish reading through the possibilities, post your three choices retroactively (as Blog 3).
Also - keep working on your idea/concept for your hypertext piece and post your writing to your blog. You might begin to map out scenes or think about how many links you will have and how you will use them. Remember - this is primarily a hypertext piece - like we have been reading so far - which means it is texty and that the users primary interaction will be through choosing links. The more writing you have the farther along you will be when we get to the "doing" part.
We missed the introduction to google.sites I had planned for Wednesday = and we miss class Monday (I had planned a long weekend for you to mess around) but that's OK - you will have a long weekend to mess around with it next weekend.
Meanwhile and for class Wednesday:
Read Disappearing Rain. http://www.deenalarsen.net/rain/ We are reading this work as an example of hypertext - and to think about some of the issues of networked fiction (see Larson's discussion with "unsolved mysteries" about linking their site to her story ).
Update Blog 3 & 4.
Most important: look around the SomeoneStory site on google.sites. You are encouraged to experiment - add links - edit - or even create your own site. If you want some directions you can click the help button, or check out http://www.steegle.com/Home. The "How to" and "FAQ" links may be useful. In many ways using software is like reading electronic literature - you just have to spend some time with it.
I realize you have not had any instructions - and if experimenting is beyond your expertise - don't worry, we will work on it in class next Wednesday. The original plan was that I would walk you through the tools and then ask you to experiment - just see what you can do.
Blog 5: Post your experiences with google.sites - tell me what kind of help you are going to need. This way we can have a more productive class on Wednesday.
Have a great weekend and Happy Valentine's Day!
Also - keep working on your idea/concept for your hypertext piece and post your writing to your blog. You might begin to map out scenes or think about how many links you will have and how you will use them. Remember - this is primarily a hypertext piece - like we have been reading so far - which means it is texty and that the users primary interaction will be through choosing links. The more writing you have the farther along you will be when we get to the "doing" part.
We missed the introduction to google.sites I had planned for Wednesday = and we miss class Monday (I had planned a long weekend for you to mess around) but that's OK - you will have a long weekend to mess around with it next weekend.
Meanwhile and for class Wednesday:
Read Disappearing Rain. http://www.deenalarsen.net/rain/ We are reading this work as an example of hypertext - and to think about some of the issues of networked fiction (see Larson's discussion with "unsolved mysteries" about linking their site to her story ).
Update Blog 3 & 4.
Most important: look around the SomeoneStory site on google.sites. You are encouraged to experiment - add links - edit - or even create your own site. If you want some directions you can click the help button, or check out http://www.steegle.com/Home. The "How to" and "FAQ" links may be useful. In many ways using software is like reading electronic literature - you just have to spend some time with it.
I realize you have not had any instructions - and if experimenting is beyond your expertise - don't worry, we will work on it in class next Wednesday. The original plan was that I would walk you through the tools and then ask you to experiment - just see what you can do.
Blog 5: Post your experiences with google.sites - tell me what kind of help you are going to need. This way we can have a more productive class on Wednesday.
Have a great weekend and Happy Valentine's Day!
Monday, February 8, 2010
Class February 8
Well - we DIDN'T make a complete list of who wanted to review which text from the ELC Vol 1 - because it wasn't available all weekend. Hopefully you were able to link from my blog to browse TJD.
I have Wednesday marked as the date for making decisions about which text you want to review - but at this point it seems like we should wait to Monday. So far - Ryan has spoken up for NOI, Sam is probably going to go with Little Red Ridinghood - and Nic is interested in the interactive pieces = Galatea, All Roads, and Savoir-Faire - though he has not made a commitment.
We spent most of the class talking about TJD. I talked about antecedents in Film and Literature (see my post) and worked through a reading of the text as writing about itself and you (the reader) and your experience of reading. So - ok - it doesn't work 100% but there are some sections of the text where that is definitely what is going on. Check out screen 402 for the list of scenes (not that it will do you all that much good), mess around with right clicking and "playing" and "rewinding" the text. See if you can figure out any more layers to this text and we will pick up the discussion on Wednesday.
We spent the last part of class brainstorming "structures" that might go with your ideas for a hypertext project.
Blog 4: Post some brainstorming for the thematic / conceptual focus for your hypertext.
In class you will do some experimenting with using google.sites to create hypertext.
I have Wednesday marked as the date for making decisions about which text you want to review - but at this point it seems like we should wait to Monday. So far - Ryan has spoken up for NOI, Sam is probably going to go with Little Red Ridinghood - and Nic is interested in the interactive pieces = Galatea, All Roads, and Savoir-Faire - though he has not made a commitment.
We spent most of the class talking about TJD. I talked about antecedents in Film and Literature (see my post) and worked through a reading of the text as writing about itself and you (the reader) and your experience of reading. So - ok - it doesn't work 100% but there are some sections of the text where that is definitely what is going on. Check out screen 402 for the list of scenes (not that it will do you all that much good), mess around with right clicking and "playing" and "rewinding" the text. See if you can figure out any more layers to this text and we will pick up the discussion on Wednesday.
We spent the last part of class brainstorming "structures" that might go with your ideas for a hypertext project.
Blog 4: Post some brainstorming for the thematic / conceptual focus for your hypertext.
In class you will do some experimenting with using google.sites to create hypertext.
Project 1: Hypertext
Project 1: Literary Hypertext
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with literary hypertexts; to experiment with composing practices for creating hypertexts; to use navigation tools, images, sounds, and text to create a literary hypertext; and to design and publish a literary hypertext
Description of assignment: create a literary hypertext where navigation is a significant component of the readers’ “reading” experience . You may use google.sites, frontpage, dreamweaver, storyspace or any composing tool which allows you to create a text with sufficient links to generate a layered, multifaceted reading experience. Your text may (but is not required to ) include: images, sounds, animations, networked links, and interactive elements.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable hypertext linked to or embedded in your blog
- a list of the lexia associated with the text
- a schematic or “map” of the hypertext as a whole
Criteria for grade: The hypertext itself will have:
- a navigation system of sufficient complexity to generate multiple paths for reading;
- a thematic, symbolic, narrative, or conceptual focus that allows for a “literary” reading;
- navigation that is integral to the text’s theme/focus
- lexia that are creative, well written, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Important dates:
Wed Feb 10 (Blog 4): Thematic / conceptual focus for your hypertext
W Feb 17: plan for short project 1
M Feb 22 (Blog 6) : Brainstorming text for Project 1 + story map
M&W Feb 22-24: in-class workshops + experimenting with online display
M Mar 1 (Blog 7) Due: Short Project 1
Purpose: to gain deeper understanding of the purposes, forms, technologies, and reading strategies associated with literary hypertexts; to experiment with composing practices for creating hypertexts; to use navigation tools, images, sounds, and text to create a literary hypertext; and to design and publish a literary hypertext
Description of assignment: create a literary hypertext where navigation is a significant component of the readers’ “reading” experience . You may use google.sites, frontpage, dreamweaver, storyspace or any composing tool which allows you to create a text with sufficient links to generate a layered, multifaceted reading experience. Your text may (but is not required to ) include: images, sounds, animations, networked links, and interactive elements.
The complete assignment will include:
- a short introductory statement or “abstract” to characterize what the text “does”
- any instructions or suggestions for readers to have a successful experience
- a readable/playable hypertext linked to or embedded in your blog
- a list of the lexia associated with the text
- a schematic or “map” of the hypertext as a whole
Criteria for grade: The hypertext itself will have:
- a navigation system of sufficient complexity to generate multiple paths for reading;
- a thematic, symbolic, narrative, or conceptual focus that allows for a “literary” reading;
- navigation that is integral to the text’s theme/focus
- lexia that are creative, well written, and appropriate to the text’s theme/focus
The abstract & suggestions for reading will be patterned on the introductory material in the Electronic Literature Collection, Volume 1.
Important dates:
Wed Feb 10 (Blog 4): Thematic / conceptual focus for your hypertext
W Feb 17: plan for short project 1
M Feb 22 (Blog 6) : Brainstorming text for Project 1 + story map
M&W Feb 22-24: in-class workshops + experimenting with online display
M Mar 1 (Blog 7) Due: Short Project 1
Review Assignment
Assignment: Review one work from The Electronic Literature Collection: Volume 1
Purpose: to explore a broad range of electronic literature texts; to develop critical approaches suitable for responding to electronic texts; and to . Although there will not be rigid requirements about which students review which texts from which genre - the hope is that as a class we will cover representative texts from as many genres as possible. Because of this, during the preliminary stages of the project you are encouraged to identify several texts you would like to review, preferably texts from different genres. This way, when we identify your final choice of text to review, we can arrange it so that no two presentations are on the same text, and we have presentations to represent work from as many different genres as possible.
Description of assignment: Develop a review of one piece from The Electronic Literature Collection: Volume 1. You will present your review both as an interactive discussion with classmates, and as a written piece posted on your blog. Your review should characterize the piece in terms of literary traditions, identify its genre as a work of electronic literature, characterize the reader’s experience of the text, and provide your response and evaluation of the text.
Criteria for grade:
• identification of the text’s genre + discussion of the literary traditions the text draws from
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work
• references to what other reviewers/critics have written about your piece or genre
Form: Class presentation and blog post. The post to your blog should include the text of your presentation to the class, a link to your text, links to appropriate references, and any other visuals or links that will facilitate your discussion of the text.
Important Dates:
Feb 3: discuss assignment sheet
February 10: in class=> identify the work you will review.
Conferences for draft reviews by appointment
March 24 – April 12: Presentations
April 29: Post final draft for review
Purpose: to explore a broad range of electronic literature texts; to develop critical approaches suitable for responding to electronic texts; and to . Although there will not be rigid requirements about which students review which texts from which genre - the hope is that as a class we will cover representative texts from as many genres as possible. Because of this, during the preliminary stages of the project you are encouraged to identify several texts you would like to review, preferably texts from different genres. This way, when we identify your final choice of text to review, we can arrange it so that no two presentations are on the same text, and we have presentations to represent work from as many different genres as possible.
Description of assignment: Develop a review of one piece from The Electronic Literature Collection: Volume 1. You will present your review both as an interactive discussion with classmates, and as a written piece posted on your blog. Your review should characterize the piece in terms of literary traditions, identify its genre as a work of electronic literature, characterize the reader’s experience of the text, and provide your response and evaluation of the text.
Criteria for grade:
• identification of the text’s genre + discussion of the literary traditions the text draws from
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work
• references to what other reviewers/critics have written about your piece or genre
Form: Class presentation and blog post. The post to your blog should include the text of your presentation to the class, a link to your text, links to appropriate references, and any other visuals or links that will facilitate your discussion of the text.
Important Dates:
Feb 3: discuss assignment sheet
February 10: in class=> identify the work you will review.
Conferences for draft reviews by appointment
March 24 – April 12: Presentations
April 29: Post final draft for review
Sunday, February 7, 2010
The Jew's Daughter, her advocates and her relatives
If you felt frustrated about not being able to find the "meaning" or "story" in Twelve Blue, I am guessing that The Jew's Daughter is not a "good read" for you.
As a way to think about how to "read" TJD, you might take a look at Lori Emerson's "My Digital Dickinson" in Vol 17.2 of The Emily Dickinson Journal (available through Project Muse on the Kean Library databases). Emerson suggests that digital reading strategies (such as those demanded by TJD) are pervasive and that they are changing the way we read texts in general.
Or you might consider TJD's ideology and focus are descendants of movements from both print (the Nouveau Roman) and film (French New Wave or Le Nouvelle Vague).
In the Nouveau Roman, writers such as Claude Simon, Michel Butor, Alain Robbe-Grillet more or less ditched traditional narrative lines and characters and devoted themselves to creating works that explore context, effects of time and space, and the form of the "novel" itself. (For example, see Michael Delahoyde's discussion of Robbe-Grillet's Jealousy.
Within film, the French New wave movement also moved away from standard story forms. According to Craig Phillips discussion of New Wave on Green Cine, the form favored:
"jump cuts: a non-naturalistic edit, usually a section of a continuous shot that is removed unexpectedly, illogically; shooting on location; natural lighting; improvised dialogue and plotting; direct sound recording; long takes" and other representational innovations that created a different "reality" that what was being set forward by Hollywood. These new film-making techniques placed new demands on viewers and were the impetus for new interpretive conventions = conventions for going with the flow and making the kind of local, particular interpretations that fit with postmodern texts and readings.
You might also take a look at screen 402 - for a summary of events. You might also mess around with "playing" the text - as opposed to reading it. It goes way too fast (and I don't know about your computer but mine things that is a lot to process all at one time) but for me it gave me a quick overview of the "shape" of the text.
Confession: Even on this second read - I come away with images and ideas - but I have a really hard time remembering the text(words) that engendered those ideas. And taking notes feels like it is the wrong way to track a text that "flows". . . so let me know what you are coming up with.
As a way to think about how to "read" TJD, you might take a look at Lori Emerson's "My Digital Dickinson" in Vol 17.2 of The Emily Dickinson Journal (available through Project Muse on the Kean Library databases). Emerson suggests that digital reading strategies (such as those demanded by TJD) are pervasive and that they are changing the way we read texts in general.
Or you might consider TJD's ideology and focus are descendants of movements from both print (the Nouveau Roman) and film (French New Wave or Le Nouvelle Vague).
In the Nouveau Roman, writers such as Claude Simon, Michel Butor, Alain Robbe-Grillet more or less ditched traditional narrative lines and characters and devoted themselves to creating works that explore context, effects of time and space, and the form of the "novel" itself. (For example, see Michael Delahoyde's discussion of Robbe-Grillet's Jealousy.
Within film, the French New wave movement also moved away from standard story forms. According to Craig Phillips discussion of New Wave on Green Cine, the form favored:
"jump cuts: a non-naturalistic edit, usually a section of a continuous shot that is removed unexpectedly, illogically; shooting on location; natural lighting; improvised dialogue and plotting; direct sound recording; long takes" and other representational innovations that created a different "reality" that what was being set forward by Hollywood. These new film-making techniques placed new demands on viewers and were the impetus for new interpretive conventions = conventions for going with the flow and making the kind of local, particular interpretations that fit with postmodern texts and readings.
You might also take a look at screen 402 - for a summary of events. You might also mess around with "playing" the text - as opposed to reading it. It goes way too fast (and I don't know about your computer but mine things that is a lot to process all at one time) but for me it gave me a quick overview of the "shape" of the text.
Confession: Even on this second read - I come away with images and ideas - but I have a really hard time remembering the text(words) that engendered those ideas. And taking notes feels like it is the wrong way to track a text that "flows". . . so let me know what you are coming up with.
Wednesday, February 3, 2010
Class Wednesday February 3
So FAQ about Hypertext was generally a better read for the class than Twelve Blue. Interesting. I'm glad you liked it.
I will be reading your blogs over the weekend and providing you some feedback by email.
Your reading assignment is to spend some time with The Jew's Daughter. As I said - it is long - so you don't have to read the whole way through. Go as far as you get (though try to read far enough so you can finish it for next Wednesday)and we will talk about themes, reading strategies, and storylines on Monday.
Blog 3: write about some of the pieces you have been reading in EL1 and list three possibilities for the review assignment.
I will re-post the assignment sheets as .rtfs. I think the problem was that they were word 2007 (docx).
Good class tonight and see you on Monday.
I will be reading your blogs over the weekend and providing you some feedback by email.
Your reading assignment is to spend some time with The Jew's Daughter. As I said - it is long - so you don't have to read the whole way through. Go as far as you get (though try to read far enough so you can finish it for next Wednesday)and we will talk about themes, reading strategies, and storylines on Monday.
Blog 3: write about some of the pieces you have been reading in EL1 and list three possibilities for the review assignment.
I will re-post the assignment sheets as .rtfs. I think the problem was that they were word 2007 (docx).
Good class tonight and see you on Monday.
Questions and a theory
Questions:
If we read FAQ about Hypertext as narrative - what do we come up with?
If we read this as a conceptual statement - what is the concept?
How does the "experience" of this text contribute to its meaning?
If we try to read this as parody, what is it parodying?
Theory:
FAQ about Hypertext may well be best appreciated by lit crit nerds who read journals such as: Criticism, The Journal of Popular Culture, and Diaspora
If we read FAQ about Hypertext as narrative - what do we come up with?
If we read this as a conceptual statement - what is the concept?
How does the "experience" of this text contribute to its meaning?
If we try to read this as parody, what is it parodying?
Theory:
FAQ about Hypertext may well be best appreciated by lit crit nerds who read journals such as: Criticism, The Journal of Popular Culture, and Diaspora
Monday, February 1, 2010
February 1
Twelve Blue = a reading experience; a "story"; a conceptual exploration.
Themes: reading v flowing + there are no minor characters(from the antithesis of water screen); multiple paths/multiple meanings (from Route 9 screen); self-reference about how to read this hypertext (in the "look out" screen) and. . .
Character, plot and relationships: we mostly figured that out - but there was some confusion - and each of us had information that the rest of us did not have.
Reading strategies: for the story, for the configuration, to follow a particular thread, random, to get an overall flow (for fun). . . and combinations and variations on these.
Assessment: OK - but not great literature?
In the class discussion I forgot to direct you to the critical/review articles (at the bottom of the last post). These articles give you an idea of how writers talk about these pieces.
Hypertext assignment: At the end of class we took a look at the assignment sheet for the hypertext assignment. If you have questions - bring them to class or post them on your blog. As I said in class, this is an English class - not a Technology class - so if you can plan your site - we will work together to get it onto the screen. What is important for you to do now is to do some brainstorming, freewriting, talking to friends about ideas for a hypertext project. Try to plan something that you could not do as a paper (non-hyperlinked) text. The link structure needs to be essential to your meaning or the experience of your work.
For Wednesday, we will continue reading examples of hyperlinked texts - and talking about the kind of "writing" you will do for Project 1.
Read: Frequently Asked Questions about Hypertext
Blog 2: What does "FAQ about Hypertext?" do? What is it about? What information do you have to be familiar with to "get" it?
Also - continue reading around in the ELC Vol 1 and come to class to talk about some of the pieces that interest you. In class we will discuss the "review" assignment (due during the last weeks of class).
Thanks for the good class and see you Wednesday.
Themes: reading v flowing + there are no minor characters(from the antithesis of water screen); multiple paths/multiple meanings (from Route 9 screen); self-reference about how to read this hypertext (in the "look out" screen) and. . .
Character, plot and relationships: we mostly figured that out - but there was some confusion - and each of us had information that the rest of us did not have.
Reading strategies: for the story, for the configuration, to follow a particular thread, random, to get an overall flow (for fun). . . and combinations and variations on these.
Assessment: OK - but not great literature?
In the class discussion I forgot to direct you to the critical/review articles (at the bottom of the last post). These articles give you an idea of how writers talk about these pieces.
Hypertext assignment: At the end of class we took a look at the assignment sheet for the hypertext assignment. If you have questions - bring them to class or post them on your blog. As I said in class, this is an English class - not a Technology class - so if you can plan your site - we will work together to get it onto the screen. What is important for you to do now is to do some brainstorming, freewriting, talking to friends about ideas for a hypertext project. Try to plan something that you could not do as a paper (non-hyperlinked) text. The link structure needs to be essential to your meaning or the experience of your work.
For Wednesday, we will continue reading examples of hyperlinked texts - and talking about the kind of "writing" you will do for Project 1.
Read: Frequently Asked Questions about Hypertext
Blog 2: What does "FAQ about Hypertext?" do? What is it about? What information do you have to be familiar with to "get" it?
Also - continue reading around in the ELC Vol 1 and come to class to talk about some of the pieces that interest you. In class we will discuss the "review" assignment (due during the last weeks of class).
Thanks for the good class and see you Wednesday.
talking about 12 Blue
the antithesis of water
She was was making a quilt of the river, it was the antithesis of science. Twelve feet long and eight feet wide, the covering for a giantess.
"But who would ever use it?" Samantha asked.
"Basketball players?" her mother offered. They laughed together.
"I need it long so I can get the flow I wish."
"So it's not for using, it's for flowing," Samantha said.
"Exactly," Lisle said, clapping with delight. She was a good daughter, the best.
They believed each other's stories and knew they were not minor characters.
"It's a quilt for swimmers then."
"Night swimmers," Lisle said, "We are all night swimmers."
Even the retrovirus, she thought.
Look Out
Look out. A lookout. Looking out for you. Her outlook.
What you did was you kept a picture of the space, whether a pool or the segment of water beyond the beach in front of your station, in your mind. You saw the whole thing but you saw it in motion and changing how it usually changed and you looked for changes that weren't the way it usually was, a still point where there had been movement, movement where there was stillness, something slipping away or flailing, a smooth silent space where moments before the water churned. You refreshed the picture every few seconds or so but without ever really looking. It was like sometimes how you can drive home and get there before you realize you don't remember driving there at all.
Look out. Her outlook.
Like the girlfriend who didn't know the sign for drowned.
Reviews/criticism of 12 Blue
http://journals.tdl.org/jodi/article/viewArticle/115/114
Postmodern Culture
Volume 8, Number 1, September 1997
http://www.cwrl.utexas.edu/currents/fall01/enns/enns.html
Don't Believe the Hype: Rereading Michael Joyce's Afternoon andTwelve Blue
by Anthony Enns (2001 in Currents in Electronic Literature)
She was was making a quilt of the river, it was the antithesis of science. Twelve feet long and eight feet wide, the covering for a giantess.
"But who would ever use it?" Samantha asked.
"Basketball players?" her mother offered. They laughed together.
"I need it long so I can get the flow I wish."
"So it's not for using, it's for flowing," Samantha said.
"Exactly," Lisle said, clapping with delight. She was a good daughter, the best.
They believed each other's stories and knew they were not minor characters.
"It's a quilt for swimmers then."
"Night swimmers," Lisle said, "We are all night swimmers."
Even the retrovirus, she thought.
Look Out
Look out. A lookout. Looking out for you. Her outlook.
What you did was you kept a picture of the space, whether a pool or the segment of water beyond the beach in front of your station, in your mind. You saw the whole thing but you saw it in motion and changing how it usually changed and you looked for changes that weren't the way it usually was, a still point where there had been movement, movement where there was stillness, something slipping away or flailing, a smooth silent space where moments before the water churned. You refreshed the picture every few seconds or so but without ever really looking. It was like sometimes how you can drive home and get there before you realize you don't remember driving there at all.
Look out. Her outlook.
Like the girlfriend who didn't know the sign for drowned.
Reviews/criticism of 12 Blue
http://journals.tdl.org/jodi/article/viewArticle/115/114
Postmodern Culture
Volume 8, Number 1, September 1997
http://www.cwrl.utexas.edu/currents/fall01/enns/enns.html
Don't Believe the Hype: Rereading Michael Joyce's Afternoon andTwelve Blue
by Anthony Enns (2001 in Currents in Electronic Literature)
Wednesday, January 27, 2010
Class January 27
Tonight we talked about navigation, and reading strategies, and interpretation al a Pressman's article. But the fun part was checking out the texts she discussed in her article and thinking about what it meant to "read" them. Clearly not only in navigation part of the interpretive process, thinking about strategies for navigation is both part of reading these texts - and part of the experiential meaning we get out of that reading. If you are interested in learning more about Blue Hyacinth or Facade - there is lots out there on the net.
Meanwhile, over the weekend you are going to spend some time with Michael Joyce's Twelve Blue.
Blog 1: Describe some of the strategies you used to "read" Twelve Blue. Indicate what you did + what you hoped to achieve - and what you got out of doing whatever you did. I am hoping you will dig around in this text long enough to try out more than one strategy.
In class we are going to talk about both what the text is "about" and what it was like reading it, and how and whether the navigation - and the larger experience of reading this text - work together to create its meaning.
Hopefully we will also have some class time to start some brainstorming for the short hypertext writing assignment.
Great class tonight, and have a good weekend.
Meanwhile, over the weekend you are going to spend some time with Michael Joyce's Twelve Blue.
Blog 1: Describe some of the strategies you used to "read" Twelve Blue. Indicate what you did + what you hoped to achieve - and what you got out of doing whatever you did. I am hoping you will dig around in this text long enough to try out more than one strategy.
In class we are going to talk about both what the text is "about" and what it was like reading it, and how and whether the navigation - and the larger experience of reading this text - work together to create its meaning.
Hopefully we will also have some class time to start some brainstorming for the short hypertext writing assignment.
Great class tonight, and have a good weekend.
Blog list
eng4081.blogspot.com Dr. Chandler
aniarosinski.blogspot.com Ania Rosinski
leaseacoupe.blogspot.com Lisa Cupo
heartsfinal.blogspot.com sam jackson
dyknowtheking.blogspot.com Nic Garripoli
elelit.blogspot.com Justine Hediger
mrjefferies.blogspot.com John Clark
electrosoph.blogspot.com Melissa Serritella
http://writingontheE.blogspot.com Ryan Valdez
http://neptune-angus.blogspot.com Yvonne Smith
aniarosinski.blogspot.com Ania Rosinski
leaseacoupe.blogspot.com Lisa Cupo
heartsfinal.blogspot.com sam jackson
dyknowtheking.blogspot.com Nic Garripoli
elelit.blogspot.com Justine Hediger
mrjefferies.blogspot.com John Clark
electrosoph.blogspot.com Melissa Serritella
http://writingontheE.blogspot.com Ryan Valdez
http://neptune-angus.blogspot.com Yvonne Smith
Links for class discussion January 27
Disappearing Rain (we will read this one as a class -but in case you want a preview here it is)
Blue Hyacinth
Interpretation of Blue Hyacinth
Facade
download + play
YouTube trailers
Twelve Blue
Blue Hyacinth
Interpretation of Blue Hyacinth
Facade
download + play
YouTube trailers
Twelve Blue
Monday, January 25, 2010
January 25
We talked through Hayles classification for Electronic Literature. There are probably lots of systems for classifying these texts, and as Ryan pointed out, Hayles system is based on the different software/physical configurations that run/create the texts. She identifies: hypertext fiction, network fiction (though most of these links are broken because this text is old), locative narratives (though this is somewhat different than the piece we looked at in class), installation pieces, "codework," generative art, and flash poems. If you use these terms to search the table of contents of the Electronic Literature Collection, Volume 1 = you can find more examples.
As we talked about the classification, we also talked about reading strategies - and we agreed that if we bring our expectations from print literature to electronic literature - we are going to feel frustrated. Electronic texts often have meaningful elements in the images, sounds or movements; they are not necessarily text or even word-based, and "what electronic texts are about" often connects to the experience of "reading" rather than to what is read. Many electronic texts are interactive - or connected to the network or the physical world - in ways that print texts are not. The reader's interactions may simply determine the organization of the text - or they may operate in some ways to *create* the text by limiting or changing the possibilities for further interactions. Clearly - the participant's choice of reading strategies will influence his/her experience of electronic texts.
We concluded the evening drafting up some "dream ideas" for the kind of text you would like to create for your final project (whether or not we can cobble together the technical skills to do so). There was some serious interest in flash poetry - so I am guessing we will spend some time on that. Whatever you choose - we will find a way to create some approximation of your idea using the software we as a class can figure out.
For Wednesday - read Navigating Electronic Literature [ http://newhorizons.eliterature.org/essay.php?id=14 ]by Jessica Pressman. Though we have covered much of this in class discussion, her essay pulls together some of what we said - and gives you some examples from outside our collection.
In class you will create your blogs, take a look at Twelve Blue, and do some more thinking about reading strategies and the kind of experience you want to create for your reader.
See you Wednesday.
As we talked about the classification, we also talked about reading strategies - and we agreed that if we bring our expectations from print literature to electronic literature - we are going to feel frustrated. Electronic texts often have meaningful elements in the images, sounds or movements; they are not necessarily text or even word-based, and "what electronic texts are about" often connects to the experience of "reading" rather than to what is read. Many electronic texts are interactive - or connected to the network or the physical world - in ways that print texts are not. The reader's interactions may simply determine the organization of the text - or they may operate in some ways to *create* the text by limiting or changing the possibilities for further interactions. Clearly - the participant's choice of reading strategies will influence his/her experience of electronic texts.
We concluded the evening drafting up some "dream ideas" for the kind of text you would like to create for your final project (whether or not we can cobble together the technical skills to do so). There was some serious interest in flash poetry - so I am guessing we will spend some time on that. Whatever you choose - we will find a way to create some approximation of your idea using the software we as a class can figure out.
For Wednesday - read Navigating Electronic Literature [ http://newhorizons.eliterature.org/essay.php?id=14 ]by Jessica Pressman. Though we have covered much of this in class discussion, her essay pulls together some of what we said - and gives you some examples from outside our collection.
In class you will create your blogs, take a look at Twelve Blue, and do some more thinking about reading strategies and the kind of experience you want to create for your reader.
See you Wednesday.
Wednesday, January 20, 2010
What we did in class tonight
Unlike the post I put on the screen in class - this post describes what we actually did. We talked through the syllabus and the calendar. You introduced yourselves. And we talked about a definition of literature - how we know what it is.
You noted that it is tied to reading - and in that way "not for everyone" => elite. That it is connected to a particular time and place (and a particular set of values, usually dominant values; at the same time we perceive it as "timeless" or representing values that endure. We often associate religious texts with the literary, and we also think of particular forms: e.g. novels = literature; comic books = not literature. This discussion led us to think about how literature does not have a permanent set of characteristics - but rather it is connected to particular cultural values - usually "dominant" cultural values= values, language forms, and beliefs.
We then discussed (very briefly) values associated with the internet. We noted that some of the more creative "artists" and internet innovators often have values that fall outside the mainstream. We didn't go into this in detail - but it will be something to think about as we explore the nature of electronic literature.
We closed class with some suggestions about expectations. Electronic literature is NOT print. It often contains print but the strategies for reading electronic literature will necessarily be different that the "habits" you bring from the print world. As you look through the ELC collection - notice the expectations & strategies you bring to the texts. What do you like & why? What frustrates you and why? Be open to new experiences - because they are there - just waiting.
Great class tonight - and I'll see you next week.
For Monday:
1. Read N. Katherine Hayles Electronic Literature: What is it? up through note 67. Pay attention to the terms she develops and think about the way she classifies literature and how it compares to the classification we put on the board (novels, poems, drama & religious texts).
2. Start reading through Electronic Literature Collection Volume 1. Click the "All titles" at the bottom of the screen - and look at the keywords and think about how they connect to Hayles classification. As you look through the texts, pay attention to your expectations - what is fun? what is frustrating? what do you like and why?
3. Send me an email using the gmail account you will use for the course. This account should include some version of your name that I can recognize. You can use your Kean email if you choose. In this email let me know how your computer access is working with the electronic literature assignments for the course. If you have problems - give me some hints about what kind - so I can make a plan for solving them.
You noted that it is tied to reading - and in that way "not for everyone" => elite. That it is connected to a particular time and place (and a particular set of values, usually dominant values; at the same time we perceive it as "timeless" or representing values that endure. We often associate religious texts with the literary, and we also think of particular forms: e.g. novels = literature; comic books = not literature. This discussion led us to think about how literature does not have a permanent set of characteristics - but rather it is connected to particular cultural values - usually "dominant" cultural values= values, language forms, and beliefs.
We then discussed (very briefly) values associated with the internet. We noted that some of the more creative "artists" and internet innovators often have values that fall outside the mainstream. We didn't go into this in detail - but it will be something to think about as we explore the nature of electronic literature.
We closed class with some suggestions about expectations. Electronic literature is NOT print. It often contains print but the strategies for reading electronic literature will necessarily be different that the "habits" you bring from the print world. As you look through the ELC collection - notice the expectations & strategies you bring to the texts. What do you like & why? What frustrates you and why? Be open to new experiences - because they are there - just waiting.
Great class tonight - and I'll see you next week.
For Monday:
1. Read N. Katherine Hayles Electronic Literature: What is it? up through note 67. Pay attention to the terms she develops and think about the way she classifies literature and how it compares to the classification we put on the board (novels, poems, drama & religious texts).
2. Start reading through Electronic Literature Collection Volume 1. Click the "All titles" at the bottom of the screen - and look at the keywords and think about how they connect to Hayles classification. As you look through the texts, pay attention to your expectations - what is fun? what is frustrating? what do you like and why?
3. Send me an email using the gmail account you will use for the course. This account should include some version of your name that I can recognize. You can use your Kean email if you choose. In this email let me know how your computer access is working with the electronic literature assignments for the course. If you have problems - give me some hints about what kind - so I can make a plan for solving them.
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