Rough Draft

My apologies to my fellow classmates who are certainly on the ball. I thought I knew what I would do for the 60 second presentation. Then I reread the guidelines, and I may have the wrong idea.

My plan was to use Prezi–since I like what I’ve read about it. I have not actually used it before. I’m not sure I can use it on my acer notebook (it’s been acting up lately, like I need to update everything) so I’ll explore it more at a tech lab somewhere.

I wanted to use photos of manuscript production, printing press, typewriter, moving into the present with word processors and current programs and publication on demand.

I wanted to use the words from a music video called “Words” by the group called Hawk Nelson.

That’s as far as I’ve gotten.

Added: 11/12/13–I’ve reread the guidelines. What is my understanding of the term “new media”? How can I present that in a 60 second video?

I still plan to use Prezi–if I can find a lab that has it on the computers. I’m not sure I know how to strip the audio from a video.

Maybe my idea was too ambitious. Maybe I need to think smaller, shorter. That’s one reason I like poetry. You can say a lot in a few words. How about how new media has effected the classroom? Elementary? Secondary? Or how new media has affected how a poet creates/writes/publishes/performs a poem?


Response: Bolter & Aarseth Readings

Okay, I am definitely behind on my blogs. That’s what happens when I try to give each class equal time. And then accidents happen. A professor dies. And I am behind, running to catch up again.

I thought J. David Bolter’s article, “Seeing and Writing”, was very interesting. The history of typography and the description of manuscripts from medieval times were interesting. I’m glad we’ve developed easier ways to compose and print documents.

Espen Aarseth’s article, “Nonlinearity and Literary Theory,” was difficult for me to understand. The defining of “text” was interesting. I had never considered that an author’s name was not part of the text. If I understand what Aarseth was saying, the writer is not as important as his/her name which is not as important as the text.

I found the examples of nonlinear texts to be very interesting, particularly the descriptions of Raymond Queneau’s Cent Mille Milliards de Poemes. Here’s a link: <a href="” title=”Queneau Cent Mille Poemes” target=”_blank”>

Pretty cool!

Response: Course Wrap-up

I found Claire Lauer’s article, “What’s in a Name?” to be very interesting. Her explanation of her original design, and the process she went through to create the presentation, and then the frustration of not being able to produce what she had conceived certainly rang true for me. I am a person new to new media and new forms of technology,  and I was glad to see that someone else experienced difficulties in putting together a presentation.

I liked the combination of visual images with the audio recordings and the written script of the interview. The interviews were not that long, and after listening to a few, I became familiar with some voices and wanted to hear what that person had to say. I did think it was a lot of terms that were defined, and then the final outcome is what we already knew: a lot of the terms are interchangeable.

“Peering into the Future of Media” by Eric Pfanner was also interesting. It’s hard to imagine the technological advances that are in store for future generation. It’s almost like reading a science fiction novel. Having your iPajamas fail because of technical difficulties seems humorous, but other aspects of the article were right on target. Particularly about the importance of the Asian market for all types of technology.

“How the News Got Less Mean”, by Time, was also interesting. We tend to follow news reports of violent happenings. Our country is at war. We know service men and women who are fighting now. We want to know that our schools are safe from gunmen. So sometimes news reports are bloody and violent. It’s nice to listen to positive news reports. WBTV in Charlotte has a segment that airs every now and then called the “Good News”. Kristen Hampton is the reporter. Here’s the link: WBTV Kristen Hampton

Response: Disability Readings

Here I go again: not-as-up-to-date on my blogs as I should be, but this one should catch me up.

All of the readings about Disability Rights were interesting. Of special interest to me, was “Why Does Facebook Matter?” by Jean Dobbs. I had not considered how isolated people who are physically disabled are in our society, and that Facebook may be a way for them to interact with peers and long-lost school friends. Facebook is such a visual media with the constant updates of photos of who and what and where the person who posts has been.

It was also startling to read how long it has taken for television networks and shows to have closed captioning. It has to be frustrating to want to see or hear a particular television program but be unable to do so because there is no closed captioning. The story of Marlee Matlin on Dancing with Stars was an eye-opener for me. Although the TV show had closed captioning, closed captioning was not used when a video of the show was shown on the web.

I found a link that describes a documentary that was created to show the evolution of disability portrayals in film and television:

Ah, oh! I just realized I have one more to go!

Nonprint Media Presentation

I have certainly learned a lot this semester. A ton of stuff actually. But I am still missing a little technology know-how.

For this project, I planned to do a recording or podcast of one of my poems, “To Silence the Echoes.” This particular poem won second place in the York County Arts Council Poetry Competition in 2010. It was published in The Petigru Review in 2011, a publication of the South Carolina Writers Workshop. It was also paired with a fabric collage and was read at a “Vistas: Vision and Verse” show at the Lancaster County Arts Council in December 2012.

Recording a poem that has only 15 lines should be easy. Right?

I’m learning that podcasts are not so easy to make. After 4 tries of downloading Audacity to my little Acer notebook, it finally was downloaded. So I recorded the poem. Then I had to figure out how to save it to a file that would transfer to Word Press. I hope I did it right!

If I did, you can listen to “To Silence the Echoes” here:

Okay, that did not work! No mp3 files can be uploaded to Word Press. So, what do I try next?

Thank you, Great Kazby, for the advice to save it to a wav. file, upload it to SoundCloud, and then upload it to Word Press. It worked!

Here’s the poem: “To Silence the Echoes,” by Martha T. Robinson:

I grit my teeth and climb concrete steps.

The screen door scrapes, key sticks, yet

I smell the mustiness of five closed rooms,

empty of people, but cluttered by memories.

Will the corners echo with the pinging of

breaking glass, the crunch of shattered dreams?

I shove the door open, intent upon dislodging

the face that mocks, “Still caught in my web?”

One tug, curtains fall. One swish of broom

and jeering head plops to the floor, rolls into dustpan.

Dark visions disappear in bright sunlight.

A shell, swept clean, no longer a home.

Tossing the trash beside the curb,

I punch the sky with a fist and grin.

She who laughs last, is free.

Values Analysis: Part 2

I reviewed a number of my classmates (WRIT 501) values analysis project Part 1 assignments yesterday, and was impressed by the wide variety of new media that was found. I’m sorry I did not get to everyone’s, but I finally had to stop and make a choice.

To practice using our class heuristic I’ve selected two videos: the one on my website of Patricia Smith reading  her poem “34” at the Katheryn K. Dodge Poetry Festival and The Wombats video of the song “Your Body is a Weapon” from my classmate, The Great Kazby.

Both of these are professionally developed videos. The content of the Patricia Smith video is her own poetry from her collection Blood Dazzler, written to describe the horror and devastation created by Hurricane Katrina. The main emphasis is the words of the poem, and Ms. Smith does a marvelous job of varying her facial expressions, slowing her speech, using volume control, as she assumes the personas of the 34 residents of the nursing home that were left to die from the flood waters. The camera zooms out so the viewer can see the audience, but mostly it’s tight on her face. I believe her audience was mesmerized by her words. I know I was when I first heard her read. The poem and the video are long–there are 34 stanzas to honor each of the 34 that died–but it seems to flow quickly, and it did not seem long to me. However, to someone who does not enjoy poetry, it may seem too long. The only borrowed information was at the beginning when Ms. Smith read a newspaper clip of when and where the bodies were found. I’m not sure about accessibility of this video for visually impaired viewers.

The second video I found on – for sharing. I know it’s a music video, but once I heard it, I could not get the song out of my head. And The Great Kazby’s initial assessment of the video was right on the money. Looking at our new heuristic, I would say that the cartoon graphics do follow the song–somewhat, but it’s different from what someone who was merely listening to the song might imagine. The two gross scenes for me were when the guy vomits and when the dog pees on him at the end. I liked the letters of the words coming out of the sky to bombard his car and the pile of letters at the end. I do believe the message might be that many times when boy meets girl or vice versa we do have expectations that can be unrealistic and lead to awkward moments.

In my assessment, this video does meet our Core criteria as well as the Form and Content criteria. I’m not sure the video would be accessible by the visually impaired, but I feel sure they would enjoy the music. I’ve heard the YouTube can strip their videos of the music, so that may be a problem to viewers in the future. The video does engage this audience–I keep wondering what catastrophe will happen next to the poor man and his dog. I did not see any borrowed information in the video.

Evaluation Criteria: Heuristic?

I admit: I had to look up ‘heuristic’ in the on-line dictionary. It’s defined as ‘using experience to learn and improve’. That fits me to a T: I am always seeking to learn from my past experiences and to improve my knowledge and skills.

I have looked at the evaluation criteria set forth in the Ball article, the Kairos Manifesto, and looked at the Evaluation Heuristic for WRIT 501, Fall 20ll, which is what I used to evaluate my “Multimedia Poetry” project.

I agree with what most of my classmates are saying about Kuhn’s criteria being the most useful for our class. The Conceptual Core, Form and Content, Creative Realization, and Audience elements seem most important for our class. I do not see the value in including the Research nor the Timeliness components.

However, some of the questions from the Fall 2011 heuristic also seem to have value. Some areas included were Ethics & Responsible Use, Interactivity, Entertainment, Audio/Visual Quality, and Exceptional/Exemplary Category.

I do not want our evaluation heuristic to include so many items that it becomes burdensome to complete, but I would like for it to be usable in a wide variety of situations–as I envision the wide variety of projects our class will produce.