Showing posts with label theory. Show all posts
Showing posts with label theory. Show all posts

Sunday, February 3, 2013

Week 5: Temporality & "Cruising"

Image of Cruising, Electronic Literature Organization.

What is narrative and how is it affected by new media developments. The focus will be on time-based narratives with a close reading of Cruising by Ingrid Ankerson and Megan Sapnar.

Basing our discussion on the week’s readings we’ll critique these main ideas:
  • feminism
  • nonlinearity
  • temporality
  • transiency
  • rhizomatic
  • time-based narrative
  • multimodality


Discussion Questions:

Q1. How can we define nonsequentiality/multi-linearity, interactivity, narrative?
Q2. To what extent are these aspects determined by the text, the reader, the digital format?
Q3. What kinds of narratives are especially suited for a multi-linear/interactive format? Are there stories that can only be told in an online format?
Q4. Read Cruising. Analyse the structure of the narrative (is it non-linear, multi-linear?). How does it engage the reader? What are the textual mechanisms by which the text achieves engagement?

Required Readings:

Update:  After e-mailing the Currents' staff, they've given me a new URL leading to Marsh's essay:

Espen Aarseth, “Nonlinearity and Literary Theory,” Bill Marsh, "Reading Time: For a Poetics of Hypermedia Writing," Ingrid Ankerson and Megan Sapnar, CruisingJessica Laccetti, "Where to Begin? Multiple Narrative Paths in Web Fiction."

Recommended Readings:

Update: While I track down a cached copy of the following text, have a read of Megan Sapnar & Ingrid Ankerson's responses to students' interview questions about Cruisinghttp://culturenet.wordpress.com/tag/megan-sapnar-ankerson/

Ingrid Ankerson and Megan Sapnar, “Author Description, Cruising.”

Sunday, January 20, 2013

Week 3: The Beginning of Hypertext and the Web


What is "new" about "new media"?




What are the characteristics, both technical and social, of new media? 
How does new media transform and "remediate" earlier media practices?


As noted in the lecture notes, here is an excerpt from Bolter and Guisin's Remediation:

Bolter, J. D. and Grusin, R. (2000). Remediation: Understanding New Media. The MIT Press, 1st edition.
 (excerpts selected and titled by course instructor)

Immediacy and Hypermediacy


Immediacy is our name for a family of beliefs and practices that express themselves differently at various times among various groups, and our quick survey cannot do justice to this variety. The common feature of all these forms is the belief in some necessary contact point between the medium and what it represents. For those who believe in the immediacy of photography, from Talbot to Bazin to Barthes, the contact point is the light that is reflected from the objects on to the film. This light establishes an immediate relationship between the photograph and the object. For theorists of linear-perspective painting and perhaps for some painters, the contact point is the mathematical relationship established between the supposed objects and their projection on the canvas. However, probably at no time or place has the logic of immediacy required that the viewer be completely fooled by the painting or photograph. Trompe l'oeil, which does completely fool the viewer for a moment, has always been an exceptional practice. The film theorist Tom Gunning (1995) has argued that what we are calling the logic of transparent immediacy worked in a subtle way for filmgoers of the earliest films. The audience members knew at one level that the film of a train was not really a train, and yet they marveled at the discrepancy between what they knew and what their eyes told them (114-133). On the other hand, the marveling could not have happened unless the logic of immediacy had had a hold on the viewers. There was a sense in which they believed in the reality of the image, and theorists since the Renaissance have underwritten that belief. This "naive" view of immediacy is the expression of a historical desire, and it is one necessary half of the double logic of remediation. (pp. 30-31)
As a counterbalance [to immediacy] hypermediacy is more complicated and various. In digital technology, as often in the earlier history of Western representation, hypermediacy expresses itself as multiplicity. If the logic of immediacy leads one either to erase or to render automatic the act of representation, the logic of hypermediacy acknowledges multiple acts of representation and makes them visible. Where immediacy suggests a unified visual space, contemporary hypermediacy offers a heterogeneous space, in which representation is conceived of not as a window on to the world, but rather as "windowed" itself—with windows that open on to other representations or other media. The logic of hypermediacy multiplies the signs of mediation and in this way tries to reproduce the rich sensorium of human experience. (pp. 33-34)
The logic of immediacy has perhaps been dominant in Western representation, at least from the Renaissance until the coming of modernism, while hypermediacy has often had to content itself with a secondary, if nonetheless important, status. Sometimes hypermediacy has adopted a playful or subversive attitude, both acknowledging and undercutting the desire for immediacy. At other times, the two logics have coexisted, even when the prevailing readings of art history have made it hard to appreciate their coexistence. At the end of the twentieth century, we are in a position to understand hypermediacy as immediacy's opposite number, an alter ego that has never been suppressed fully or for long periods of time. (p. 34)
In all its various forms, the logic of hypermediacy expresses the tension between regarding a visual space as mediated and as a "real" space that lies beyond mediation. Lanham (1993) calls this the tension between look at and looking through, and he sees it as a feature of twentieth-century art in general and now digital representation in particular. (p. 41)

Media Con(Media)tent


Again, we call the representation of one medium in another remediation, and we will argue that remediation is a defining characteristic of the new digital media. (p. 45)
The digital medium can be more aggressive in its remediation. It can try to refashion the older medium or media entirely, while still marking the presence of the older media and therefore maintaining a sense of multiplicity or hypermediacy. [ . . . ] This form of aggressive remediation throws into relief both the source and the target media. (p. 46)
Finally, the new medium can remediate by trying to absorb the older medium entirely, so that the discontinuities between the two are minimized. The very act of remediation, however, ensures that the older medium cannot be entirely effaced; the new medium remains dependent on the older one in acknowledged or unacknowledged ways. (p. 47)
[ . . . ] remediation operates in both directions: users of older media such as film and television can seek to appropriate and refashion digital graphics, just as digital graphics artists can refashion film and television. (p. 48)

What is New About New Media?


Our primary concern will be with visual technologies, such as computer graphics and the World Wide Web. We will argue that these new media are doing exactly what their predecessors have done: presenting themselves as refashioned and improved versions of other media. Digital visual media can best be understood through the ways in which they honor, rival, and revise linear-perspective painting, photography, film, television, and print. No medium today, and certainly no single media event, seems to do its cultural work in isolation from other media, any more than it works in isolation from other social and economic forces. What is new about new media comes from the particular ways in which they refashion older media and the ways in which older media refashion themselves to answer the challenges of new media. (pp. 14-15)

The Reality of Remediation


The process of remediation makes us aware that all media are at one level a "play of signs," which is a lesson that we take from poststructuralist literary theory. At the same time, this process insists on the real, effective presence of media in our culture. Media have the same claim to reality as more tangible cultural artifacts; photographs, films, and computer applications are as real as airplanes and buildings.
        Furthermore, media technologies constitute networks or hybrids that can be expressed in physical, social, aesthetic, and economic terms. Introducing a new media technology does not mean simply inventing new hardware and software, but rather fashioning (or refashioning) such a network. (p. 19)






SEED QUESTIONS - Please Post Comments Here


Q1. After reading Vannevar Bush’s “As We May Think” think about Bush as being considered the “father” of hypertext (although he did not coin the term). To what extent can we see his concept implemented in the World Wide Web that for many people defines their notion of hypertext? What are the differences?

Q2. Andries van Dam encourages us to approach hypertext as a new medium and not copy “old, bad habits.” What are some news ways to think about hypertext? How might we use hypertext in publishing, in writing, in thinking?


Q3. Joe Levy, in 1993 said: “if information is available, then any (authorised) person should be able to access it from anywhere in the world.”What implications does this thinking have to our own notions of publishing and the current online environment? You can use examples from your own experience.

Sunday, January 13, 2013

Guest Lecture Neil Baldwin


Note from Jess:

 Neil Baldwin is a Professor in the Department of Theatre and Dance at Montclair State University. A native New Yorker, he received his PhD in Modern American Poetry from SUNY/Buffalo. He is a widely-published cultural historian and critic. His most recent book is The 25th Protocol(Washington House, Inc./Amazon Kindle, 2010). Dr. Baldwin also serves as Co-Chair of the NYU Biography Seminar. He is currently at work on a biography of Martha Graham.



I would like to thank Neil (who is also Director at the Creative Research Centre - read the blog here) for participating in our course all the way from New Jersey. 



*****************************


Why Can’t We All Just Get Along?

As you read this, it will become evident how I arrived at this question.

[A note before we begin. The carefully-selected links herein are integral and elucidating components of my lecture; I urge you and your students to follow them.]

Some analog decades ago, I taught a Masters course at NYU graduate school called What Was Modernism? The seminal work required was a 1936 essay by Walter Benjamin (1892-1940) called The Work of Art in the Age of Its Mechanical Reproducibility. This is a visionary must-read for all inhabitants of this day and age under the delusion that our fantastic technological voyage is unique.  If you haven’t read it already, you can do so right now, right here: The Work of Art in the Age of its Mechanical Reproducibility.

One of Benjamin’s crucial pedagogical beliefs – I want to get this on the table at the beginning because this is a class, and we are all teachers and students alike – was the necessity for children – yes, children – to be exposed as early as possible in their education to Anschauungsunterricht, which means “instruction in perception and intuition.”

Now hold that thought, as I give you another key WB insistence, that “The sphere of authenticity [The Aura] eludes technological – and, of course, not only technical – reproduction.” 


In his melancholy mode, Benjamin is saying that as technical facility makes reproduction/publication of art works [and this includes literature for my purposes] feasible and more widespread, the original will lose its ‘aura’: authenticity - heart, if you will.

The increasing accessibility of art to a larger mass of audience changes the nature of its value – makes it more “popular.”

Which is to say that mass-culture depletes this magic, “strips the veil” from the ideal Thing Itself.

Don’t forget: this essay was written January 1936. 

Now, let’s flash forward to the January 2013 issue of ARTFORUM magazine, where there is an attenuated debate between Lauren Cornell, Curator of the 2015 Triennial, Digital Projects and Museum as Hub at the New Museum in NYC; and Claire Bishop, author of an essay on “Digital Divide: Whatever happened to digital art?”

This is more than a can of worms, not just in the so-called “art world” (whatever that means); it is a veritable vat full of worms.

The Cornell/Bishop debate about “new media” vs. “auratic, dead-tech, analog” art brings us to another issue, one that’s pertinent to your fabulously-rich course syllabus: This restless argument about the value of digital creations of all kinds in contradistinction to “real” art isn’t helping anybody.

Surely I am not the only content-provider/author/literary artist (if you will)/teacher/cultural citizen who thinks that we need to moderate, and mediate, this vestigial polarity.

[Now do you get the meaning of my lecture title?]

How amusing that I can invoke Marcel Duchamp’s words to help us resolve the battle. He said that a work of art needs to be known in order to be. Its existence depends upon “the artist on the one hand, and on the other, the spectator, who becomes the posterity.” I love that – “posterity!” The viewer’s contribution, Duchamp maintained, is equal in importance to the artist’s, because, as he also wrote, “It is posterity that makes the masterpiece.”

I do not want to tie all of these questions into a nice bow for you and your class. My goal here is to raise perceptual and evaluative points that I hope will lead to lively discussion.

That said, let me end with this personal admission: To me, as the Director of The [born-digital] Creative Research Center, the challenges going forward are not just about acceptance of the digital.

That proverbial train has left the proverbial station. I look back on my mission statement for the CRC that will be three years old this spring, and the term “born-digital” seems so antiquated now! I was so proudly proprietary ‘way back in 2009 that I was launching a Center that didn’t have to worry about concrete infrastructure…

…and nowadays, so what…? It doesn’t matter to “the digital” what I or you or anybody thinks about it.

We live with it, and it lives within us.

The exponentially bigger issue for you, and me, and your students reading this, is curatorial – selection and preservation:

What – in Walter Benjamin’s prophetic terms – do we choose to pay attention to, and why?

And then, concomitantly - what do we value – in art, in literature, in media - and why?

And then, once we have sorted out our preferences, and “likes,” what to put on Facebook, what to put on Instagram, what to add to our queue on Netflix, how do we maintain a sense of confidence in our choices - and the courage of our convictions that we are not missing out on something else?

All the best, as ever,
nb

Neil Baldwin, PhD
Director
The Creative Research Center of Montclair State University