Happy Trails

Just a quick note to say that I’ve just finished evaluating your final projects (and everything else). It was a real pleasure to see the amazing, creative work many of you did at the end of the course. I hope everyone has a great summer and look forward to seeing you around campus in the fall (and perhaps even in English 390, “ABC of Modernism”?).

A couple of notes:

  1. You’ll get a link via Google from me to the same doc I’ve been using to share evaluations with you. There you’ll see comments on the final project and on other aspects of the course. In some cases, you’ll get links to essays with marginal comments or comments via hypothes.is. Feel free to get in touch if you have any questions. There’s a final grade at the end (or there will be by about 2pm).

  2. I’d love the liberty to post or link to your projects on our course site. If you want to OPT OUT of this, feel free to do so via email. Otherwise, if I can get organized, I’ll put together a little showcase of your work for future students to see.

  3. Speaking of opting out, remember that our course site and our hypothes.is feed are open to public view. If you like, you are welcome to delete any or all materials from those platforms. If not do not do so, that’s great, and I might even share your brilliance with future students now and then.

That’s all for now. Good luck with the end of the term!

Blog post #6 prompt: due Tuesday, May 17th before class

For your sixth and final post (yay), you will reflect on the data visualization exercise we’ve been working on. In a post of the usual length (500-800 words), please reflect on the following:

–Process: What did I personally do to contribute? What were some of the challenges of the process? How did I figure out what to search for, how to categorize items, etc.? How does this kind of work compare to the customary work in an English course?

–Product: What do you think about what we made? What light does it shed on literary history? What surprises emerge from visualizing Melville’s revival in this way? What problems exist with the data set in terms of accurately reflecting the re-emergence of Melville?

–Possibilities: Knowing what we now know, what would you change? What kinds of metadata did we omit from our search that would have been useful? What other modes of visualization might we have used? Given bigger budgets of time, what else might we look for in revising this history?

Presentation on final project (for last class on Tues. 5/17)

For our last class, we will have a festive (I hope) session in which we’ll talk about our final projects. I don’t expect anything time-consuming or formal, just a three-minute sketch of your project, knowing full well that a few of you might have procrastinated and have work to do prior to the Friday 5/20 due date. If you’d like to add visuals (purely optional) feel free to add a slide to this presentation, and I’ll handle the AV while you talk. Here’s what a good presentation will cover:

  • WHAT I found: the research question I posed to myself and the answer/s I discovered to that question. For an essay, this will be a quick thumbnail of the argument; for a more expository or creative project, this may be more descriptive: what I did with the source text to transform it or make it mean something new.
  • WHERE I found it: the sources or examples that were useful to me in my research/work. Again, for an essay this is straightforward, though it might be interesting to describe any pitfalls or barriers you ran into. For a creative project, you might note other artworks/projects that inspired you or provided a model (positive or negative).
  • WHY it matters: why should peers care about your project? What do you hope readers take from it? How has the project changed the way your think about your topic or, better, some aspect of your life?

The final project will be due by midnight on Friday, 5/20. This is a non-negotiable deadline, since I’ve given you extra time and since I don’t want to let you carry things into exam week. Late projects will be docked one letter grade per day they’re late.

James’s audiobook reflection + Benjamin post

[posted for James]

[reflection on audiobook]

Audiobook Reflection

The idea of a do-it-yourself audiobook struck me as very much within the scope of an English class seeking to both honor its roots in a certain literary tradition but to extrapolate vastly forward into the technological age we live in. I have perused LibriVox only a handful of times, once having downloaded a few dry works of Continental philosophy like some kind of self-help serum that goes down easier through the ears. However, my time with the works was fairly short lived, and I recall their quickly serving me more as a sleep aid than anything else. In my younger years, though, I once had a very positive experience with an audiobook in the car of an English teacher who took me on a summer camping trip—this one, as I recall, had a single narrator who very deftly took on voices of various characters, considerably unlike the tone of the narrator in the LibriVox work I encountered. Anchored in this positive memory, and also recalling the juvenile eagerness with which I always volunteered to read out loud in elementary school, I was pretty enthused at the idea of working on an audiobook.

Like many others in the class, I felt considerable alarm at the prospect of a group project. I scratch my head, but fail to recall the last instance in which it was necessary to collaborate with others on schoolwork. Like many others noted as well, I quickly became aghast with the sound of my voice—it is probably good that I waited till all my takes were done to listen back to any single one, because I fear that the anxiety induced by a single listen would have tainted the quality of the work moving forward. Surely, this feeling is not unique. However, upon listening to the work of my group mates, I felt greater pleasure at the quality of their narration than of my own, and hoped perhaps someone in the group might have a parallel sentiment as a way of soothing myself.

The editing work was probably the most fun part of the entire process. I enjoyed the multitude of bodily sounds—gurgles, slurps, throat noises, phlegm—that had been afforded by the very sensitive iPhone microphones we opted to use. Luckily, cleaning these kinds of things up was fairly simple—in a digital rendering of the sound files, little bumps in the wavelength corresponded to these minor disturbances and a quick scan made it easy to locate and eradicate the unwanted byproducts. I contemplated amplifying them and embracing the absurd humor of such an act, but I figured the rest of the class might not find it as funny as I do. After several rounds of cleaning, I proceeded to check that each portion of audio ran comfortably (meaning, no awkward pauses within a single file, or uncomfortable gaps between portions of text, and smoothly running transitions between narrators), and lined everything up. Finally, I added a track by Nils Frahm to augment the emotional weight of Ezra’s reading of the book’s conclusion.

All in all, a fun attempt at a forward thinking exercise that hit mark in remediating a traditional text that benefited from its sonic treatment.

[post on Benjamin]

“This patient process of Nature… was once imitated by men. Miniatures, ivory carvings, elaborated to the point of greatest perfection, stones that are perfect in polish and engraving, lacquer work or paintings in which a series of thin, transparent layers are played one on top of the other—all these products of sustained, sacrificing effort are vanishing, and the time is past in which time did not matter. Modern man no longer works at what cannot be abbreviated.”

In his discussion of oratory tradition, Benjamin makes this note about a fundamental way in which temporality and artistic process has changed. I can only take guesses as to what has contracted modern man’s patience, but my best guess will be something about a shift in the mode of production, and one’s relationship to land.

Benjamin’s notion of the storyteller is bimodal, being the combination of the land-bound artisan who stays permanently in place (on the land: fixed spatially but thus hyperaware temporally) and the sea-farer who brings with him stories of far-away (here, the temporal dimension is somewhat suspended but the spatial changes are what engender the storytelling). But the scale of time they are working with seems to be pre-modern, or of antiquity. Just as a craftsman prior to industrial-mechanized-automated labor worked as a lifelong process of improvement, the oratorical traditional was like, as Benjamin figuratively describes, many thin transparent layers of lacquer culminating in an organic enrichment of the story. Works handed down over generations (religious texts strikes me as a good example) seem to engage a passing of time that feels supernatural in scope—in the Biblical voice, the feeling of time is somewhat timeless, a procession of events that cannot be pinned to any temporal marker comfortable to our modern minds. The works handed down over the years exist in relationship to their setting, where the craftsman has been fixed, subsisting from the Land to whom these stories belong.

When Benjamin notes that “modern man no longer works at what cannot be abbreviated”, it feels like a jibe, and disingenuous dismissal of modernity (even he, later in this essay, seems to concede that literary time enables, like a Futurist or Cubist artwork, the colliding of multiple time-perspectives). The relationship to the land (or at least the immediacy of that feeling) seems to be lost; humans no longer think or feel out in the world—perhaps labor alienation has caused them to withdraw deeper into their own psyche, where I feel the realm of the novel is situated. And a more inner, psychological assessment of time feels timeless (not in that monumental Biblical sense mentioned earlier), all senses and scales of time compounded and folded into a single point of access within one’s mind, from which one can travel back, forth, and dilate at will. I would argue that perhaps it is not that modern man fails to have patience at anything that can’t be truncated (though I would argue that perhaps over time, our attention spans have narrowed—and this discussion is more than pertinent to Digital Humanities if it seeks to grapple more with our relationship to technology), but rather that modern man no longer sees the need to conceive themselves in sweeping arches of time that emanate from Earthly posterity. In conceding to the thought of Lukacs and his idea of “transcendental homelessness”, it feels that Benjamin does certainly grasp this symptom of modern man and thus the novel, in which “the meaning of life”, and its unity, can be “compressed in memory”.

Blog Post #5: Reflection on Mantrap

[I know I’m late posting this, so your response will not be due until Monday at 5pm!]

To focus your reflection on our gameplay of Billy Budd, I would like you to write a post of the usual length that reckons with the following three questions (you can either write three responses or weave the three questions into a single mini-essay):

  1. How did your reading of the text change by virtue of looking at it through a single “window”** (i.e., the POV of your character or persona)? What did you learn about the novel by playing this role rather than simply reading the text?
  2. What are the pleasures and frustrations of “playing” a novel, rather than reading it? What obstacles did you encounter, and how did you deal with them?
  3. If you were to play again, what would you do differently? Would you pick another role? What moves would you change? What different moves might you make?

**Henry James famous likened the novel genre to a “house of fiction” that “has in short not one window, but a million — a number of possible windows not to be reckoned, rather; every one of which has been pierced, or is still pierceable, in its vast front, by the need of the individual vision and by the pressure of the individual will.”

steps to get ready for Tuesday’s game

To review some of the next steps we talked about yesterday prior to Tuesday’s class in the LIBRARY in Room 404:

  1. Choose a role: Go to the spreadsheet I’ve set up and choose a role. I’ve put you on one of three teams, arbitrarily, so first come, first served within your team. Each team has five or six members, and each team should have a Billy, a Claggart, a Vere, a Melville, and one or two other personae from literary history. See the list for ideas, or generate your own. If the roles are maldistributed in some way, we can fix that on Tuesday.
  2. Read Billy Budd: we’ll have lots more time to keep reading, so do your best. But Tuesday will be much more fun if you’ve got basic command of the text.
  3. Play in the demo game: you should be able to sign into the site using the same username/pw as for our course site. If you want, create a role in the existing game and make a move, just to get a feel for the interface.
  4. Think about research strategies: I’ve put a bunch of stuff on reserve and am building out a page of research links; we’ll also have help from Iris and Stephanie in the library. But you should think about what you need to know in order to play your part: something like the research questions that you pose at the early stages of researching an essay.

Billy Budd, Gamified

Our next unit will focus on Billy Budd reimagined via the Ivanhoe concept we’ll be discussing tomorrow. I’ve invited you to a site I’ve created to host our game and created an initial game to serve as a sandbox. Check out the documentation, which is aimed at instructors more than students, but has useful descriptions of how to set up roles, make moves, add to others’ moves, comment on moves, etc.

I’ll keep adding stuff to the site, and we’ll start a fresh game next week, once we start hacking out who is going to play what role. I’ll also share some guidelines re: evaluation, expectations, tutorials, etc. And we’ll meet in the library on Tuesday next week (as well as for two additional sessions in subsequent weeks), so you’ll have access to a computer, tech support (well, me), and support for research (one or two librarians will join us and help you locate good sources for your roles).

Post #4 assignment: reflection on annotation project

  1. For this post, I’d like you to reflect on the process and product of the annotated edition that you created together. As usual, I expect 400-800 words, but I would like you to address the following (either in essay form or, if you like, in a list):
  2. How successful was the project? How might it help a novice reader of the text? How might it be improved, either in terms of its aims or its execution of those aims? What insight do you have into what “real” editors do when they prepare an annotated edition (e.g., our Norton edition of Melville)?
  3. What did you learn from creating your own annotations? How did your exploration of intertexts like Delano’s narrative, etc. inform your reading of Benito Cereno?
  4. What did you learn from reading everyone else’s annotations? How is reading our edition different from reading the text in the Norton?
  5. Knowing what you know now, how would you approach the project differently? You might think about different research parameters (especially in light of all the different ideas we voted on last week), a different platform (e.g., a more formal, book-like mode of presentation rather than the “layer” of annotations that hypothes.is adds), or a different research process.

Quick examples of sh*t Drucker hates

Since we might not all remember intimately the recent history of e-book design, I thought I’d show an example or two of the kind of “nostalgic” design Drucker mentions with scorn, design that focuses on how books “look,” not how books “work.” Here’s an example of the ersatz page-turn via Apple’s iBooks app as late as 2013:

Screenshot 2016-03-14 21.17.04

And here’s the “bookshelf” that an iBooks user would have selected titles from, also as late as 2013:

apple-ibooks1

This is called “skeuomorphic design” and involves in the case of e-books, making screen-based objects resemble their 3D counterparts in the real world. Apple has recently moved in the opposite direction, as you may have noticed, towards a “flat” design that foregrounds the two-dimensionality of its screen-based objects/spaces/environments.