Category: New Media

Categories
Aesthetics New Media

New media in the age of personal growth

  • You’re about due for an intervention.
  • Art as aide, helpmate, council for personal growth.
  • A blog post a day. Two tweets and call me in the morning.

A Motivational Art Intermezzo “Live to be outstanding.” What is new media in the age of the rock ’n roll life coach Anthony Robbins? There is no longer the need to be spectacular. The Situationist critique of the spectacle has won. That would be my assessment of the Anthony Robbins Age in which we now live. Audiences are no longer looking for empty entertainment; they seek help. Art has to motivate—not question, but assist. Art should not primarily reflect, represent, or discover the world but talk to its audience, hit it in the face, so say today’s art marketers. Irony can be a medicine as long as it contributes to the healing process of the patient. Be careful not to offend anyone. Today’s aesthetic experiences ought to awaken the spiritual side of life. Aesthetics are not there for contemplation only. Art has to become (inter) active and take on the role of coaching. In terms of the self-mastery discourse, the 21st century artist helps to unleash the power from within. No doubt, this is going to be achieved with positive energy. Perverse optimism, as Tibor Kalman called it, is needed. Art has to create, not destroy. A visit to the museum or gallery has to fit into one’s personal development program. Art should consult us in transformation techniques and not criticize. In order to be a true experience, the artwork has to be an immediate bodily experience, comparable to the fire walk. It has to be passionate, and should shed its disdain for the viewer, along with its postmodern strategies of irony, reversal, and indifference. In short, artists have to take responsibility and stop their silly plays. The performance artist’s perfect day job is the corporate seminar, building trust and distilling the firm’s core values from its human resources.

Self-management ideology builds on the 1980s wave of political correctness—liberated from a critical negativism that only questioned existing power structures without giving guidance. As Anthony Robbins says, “Live with passion!” Emotions have to flow. People want to be fired up and move out of their comfort zone. Complex references to intellectual currents within art history are a waste of time. The art experience has to fit in and add to the personal growth agenda. Art has to leverage fears and promise guaranteed success. Part therapist, part consultant, art no longer compensates for a colorless life. Instead, it makes the most of valuable resources and is aware of the attention economy in which it operates. In order to reach such higher planes of awareness, it seems unavoidable to admit and celebrate one’s own perverse Existenz. Everyone is a pile of shit and has got dirty hands. Or as Tibor Kalman said: “No one gets to work under ethically pure conditions.” It is at that Žižekian point that art as a counseling practice comes into being. Tired Media Art.

from “Zero Comments: Blogging and Critical Internet Culture” by Geert Lovink

Categories
Commonplace Book Modernism New Media

McLuhan on Picasso Painting

sign for word

When Picasso enters the popular mind by way of McLuhan:

Picasso’s painting is always exciting because Picasso paints the path of feeling. I am speaking completely literally. Picasso paints the path of feeling.

Did you ever have a teardrop run down your face? Sometime have a teardrop run down your face and feel it run. Feel it run and then you will understand Picasso. Picasso paints a teardrop running down your face. He paints a tragic running down on the ieee , , , just as you would feel it. Then at the end of the running he paints the teardrop . . . as it feels. He paints the path of the teardrop… He paints a path of feeling . . . He paints the path of every feeling he has at the moment he is feeling. A moment later would ba too late.

It is so simple.

Picasso paints a teardrop when it is running down the face. That is all.

Of course he must paint the when. He paints it when it Is running . . . all the way. He does not paint the teardrop itself until it has stopped running. Then the teardrop hangs suspended from the when like it feels on the face.

It is not only of Picasso that I speak. There are others . . . like Miro like Chagall like Mondrian like Brancusi and Braque and Kandinsky and Klee . . . ”

>
from verbi-voco-visual

Categories
Digital Humanities New Media Semiotics

Remediation in Benjamin Calls for 21st Century Arcades Project

Arcades
Arcades flickr photo by lutmans shared under a Creative Commons (BY-NC-ND) license

Bolter and Grusin (Remediation) see new media remediating old until the new media becomes established as a media and media-specific affordances become available. Benjamin sees remediation in new materials. When iron, for instance, was introduced in sculpture it took on forms from wood. Benjamin sees this as a failure to see the new in the old and evidence that these introductions of the new aren’t part of the emancipation from capitalism.

This way of understanding is going two ways: 1) towards a sense that what are declared as new and emancipatory (iron and glass, the automobile, Twitter, blogging … ) are not new; they are too much informed by the capitalist superstructure that still controls false consciousness; and 2), in the other direction, that these new media could be seen as emancipatory if that false consciousness is thrown off.

In contemporary terms, innovation is not going to disrupt the capitalist imaginary which forces an understanding of innovation within its limited and limiting framework. Disruption as it appears at TedTalks, in incubators, in administrative talk is not disruptive of the status quo. Disruption becomes one of the myths we use to imagine what might become but cannot become until the capitalist imaginary itself is disrupted.

Here’s Buck-Morss on Benjamin:

[T]he restorative impulse [is] more evident … in the forms taken by the new technologies themselves, which imitated precisely the old forms they were destined to overcome ….

Under the archaic masks of classical myth … and tradi­tional nature …, the inherent potential of the “new nature”—machines, iron shaped by new processes, technologies and industrial materials of every sort— remained unrecognized, unconscious. At the same time, these masks express the desire to “return” to a mythic time when human beings were reconciled with the natural world.

… According to Benjamin, if the “not-yet” of the new nature is expressed in archaic symbols rather than in new forms commensurate with it, then this condition of modem con­sciousness has its parallel in the inadequacies of development in the economic base. He is most explicit in a passage from the Passagen-Werk exposé. It begins with a quotation from Jules Michelet: “Every’ epoch dreams the one that follows it.” Benjamin comments:

> To the form of the new means of production which in the beginning is still dominated by the old one (Marx), there correspond in the collective con­sciousness images in which the new is intermingled with the old. These images are wish images, and in them the collective attempts to transcend as well as to illumine the in completed ness of the social order of produc­tion. There also emerges in these wish images a positive striving to set themselves off from the outdated— that means, however, the most recent past. These tendencies turn the image fantasy, that maintains its impulse from the new, back to the ur-past. In the dream in which every epoch sees in images the epoch that follows, the latter appears wedded to elements of ur-history, that is, of a classless society. Its experiences, which have their storage place in the unconscious of the collective, produce, in their inter­penetration with the new, the utopia that has left its trace behind in a thousand configurations of life from permanent buildings to ephemeral fashions.27

The real possibility of a classless society in the “epoch to follow” the present one, revitalizes past images as expressions of the ancient wish for social utopia in dream form. But a dream image is not yet a dialectical image, and desire is not yet knowledge…. Benjamin was reluctant to rest revolutionary hope directly on imagination’s capacity to anticipate the not-yet-existing. Even as wish image, utopian imagination needed to be interpreted through the material objects in which it found expression, for (as Bloch knew) it was upon the transforming mediation of matter that the hope of utopia ultimately depended: technology’s capacity to create the not-yet-known.

Buck-Morss continues

Technology, not yet “emanci­pated,” is held back by conventional imagination that sees the new only as a continuation of the old which has just now become obsolete. 115-6

In The Arcades Project, from Buck-Morss, Dialectics of Seeing, p 111-115.

The implications for social media and new media: We’re not there yet. Social media is still remediating the ideologies of mass communication; they are still informing and forming the rhetoric of the new, and are insidious in the techniques of persuasion.

But it can be turned. The phenomena of the digital – the internet, the web, social media, digital phones – can be used as dialectic images of critique in the way Benjamin uses the arcades, flaneurs, prositutes and gambling, iron and steel construction, and fashion to investigate early 20th century Europe. An Arcades Project of the 21st century is being written. Our arcade is the internet, populated trolls, a place for gambling and fashion, architected by packet switching, UX, housing texting, selfies, sur- and suivellance … Our themes are the same as Benjamin’s: false consciousness, repetition, delay, porn …  and a few new ones: simulacra, psychogeography, networks, image, mobility, identity, quantification …

Social network

Social network flickr photo by kevin dooley shared under a Creative Commons (BY) license
Categories
New Media Print Culture

writing and image

au printemps

The struggle of writing against the image – historical consciousness against magic – runs throughout history. With writing, a new ability was born called ‘conceptual thinking’ which consisted of abstracting lines from surfaces, i.e. producing and decoding them. Conceptual thought is more abstract than imaginative thought as all dimensions are abstracted from phenomena – with the exception of straight lines. Thus with the invention of writing, human beings took one step further back from the world. Texts do not signify the world; they signify the images they tear up. Hence, to decode texts means to discover the images signified by them. The intention of texts is to explain images, while that of concepts is to make ideas comprehensible. In this way, texts are a metacode of images.

Flusser, Philosophy of Photography

How would McLuhan respond to this? He might be ok with the idea of struggle. He might be good with conceptual thinking born of writing, as an abstraction from senses. This might be a trace to the spectacle, too, as writing and the writing stand in for the world.

Categories
Digital Humanities New Media The Mundane

silenc and volum

First, a visualization that would interest students in #en4709: Digital Humanities. silenc

silenc is a tangible visualization of an interpretation of silent letters within Danish, English and French.

Silent letters themselves aren’t (semantically) silent. They guide pronunciation in some instances (tin | tine – pin | pine), can signal meaning that context would disambiguate in others (night | knight), and are signs of the word’s history and derivation (ptomaine). But the visualization points up that even though we read silently, we use the sound of the words to guide meaning.

silenc is the kind of work currently going on in digital poetics (here, here, and here), experimenting with concepts such as, in this case, the distance between speaking and printing. Books don’t disappear, but print gets a good hard look. In the same stall as Humument, and Tree of Codes.

Humument
Humument

As for volum, I read this morning in The Guardian that January is ZTT’s 30th anniversary.

The blue spaceship in Basing Street is housed in the studios where, all those pre-punk years ago, Island Records first recorded Bob Marley and the Wailers. Island boss Chris Blackwell’s swinging 60s bachelor pad in the west wing is still there, unchanged except for the blue and white ZTT dots splattered on the walls. But then these are everywhere, even the loos.

Inside this gilded palace of din, the new home of the hits is expanding daily. Yet another studio is being constructed, yet more personnel being drafted in. Not that you’re in a pop factory: Trevor Horn vociferously denies that ZTT is any such thing.

Island Records (now ZTT) is over the bridge and just down the Westway from the pub I used to work at en retro diem, a pub that Trevor used to visit once in a while. I didn’t know then he was Trevor Horn. I admit, I didn’t know then who Trevor Horn was at all. Just one of the weekend punters who worked down the studio. Did some production. Played bass. Pint of lager in a sleever, right, Mick?

Turns out, I discovered five or six years later, he’s this guy:

Video Killed the Radio Star from 2004 Prince’s Trust concert

ZTT produced others: Frankie, Art of Noise, Propaganda – and Yes (Prog-Rock video warning) which is nothing to shrug at. So, on its 30th anniversary, ZTT is adding a new studio and looking for new projects.

But that’s not the point. The point is that 30 years marks a turning point, summed up by Video Killed the Radio Star where one medium was giving way to another, and the artists were guiding and negotiating the transition. Who knew? Video Killed the Radio Star was a one-off pop song, that was also the first video to be aired on MTV. MTV? That can’t last. Dead in a year. (Well, it took 20 years and YouTube to kill off MTV. But it’s dead now.) Trevor? Just a nice bloke who played bass one night in the pub with a skiffle group. Who knew?

Categories
Digital Humanities New Media Pedagogy

box-logic

Three lessons on reading Geoffrey Sirc’s “Box-Logic” for the 4th or 5th time in preparation for a graduate seminar in Composition Theory.

Lesson One

I attended the local Times Talk lunch on Wednesday, and I appreciated the salad of iceburg lettuce and sliced chicken with oil and vinegar dressing over spaghetti, but  I discovered, when I asked the students attending the lunch about their reading habits, something less appetizing. I asked them, when it comes to news, do they pick up a paper and read what they find interesting or do they, maybe, go to google and search on a topic that interests them, like eurozone, f’rinstance, and read around what they find there? I guess I could have predicted the answer of mass comm students and student senators at a Mass Comm department and NY Times sponsored lunch about reading the NY Times: We read the paper. If you read blogs (I didn’t mention blogs, just “read around,”) you have to figure out if the source is credible. We don’t have the time to do that. What’s the eurozone? How are we supposed to know what’s important? The NY Times rep wasn’t helpful, remarking that a story in the Huffington Post was “a rumor,” while The NY Times wouldn’t report it until it was “news.” These students, it seems, like their news pre-packaged and branded to guarantee quality. The newspaper spoon in the Naked Lunch. The market share.

Then, today, I’m reading Sirc, “Box-Logic” (pdf), and I stop at this:

I really don’t think it’s up to me to teach students how to process that ‘serious writing […] the long and complicated texts’ (B and P) of the academy; if certain disciplines feel the need to use those texts, they are certainly free to teach students their intricacies themselves. 143.

Which got me thinking about that lunch again in this way:

A professor from the psych department who attended the Times Talk made it clear she did want to teach students how to process that serious writing when she commented to the group at large that she taught her students how to distinguish between a news story and an academic journal article. Why? Well, she said that her students have difficulty telling a news story from an advertisement from an academic journal article. That sounds like hyperbole, but given the reading habits the students mentioned … well, when you eat from the newspaper spoon, you don’t need to make distinctions. If her students have difficulty reading a psychology journal article, that’s her lookout, not mine, and it sounds like she has it all well in hand.

But doesn’t that make me part of the problem? Shouldn’t I, as a professor of composition, teach students how to distinguish between a news article and an article in a psych journal? Isn’t that my role in the academy?

Well, no. I needn’t teach the distinction. That is the psych department’s job. I would argue, in fact, that to make the distinction meaningful to the students it is meant for, the distinction has to be taught in the psych department.

In fact, given the reading habits of those students above, it’s clear that Sirc’s box-logic pedagogy does address the concerns of the psychology professor – and more fundamentally than simply discussing differences between two genres.

And suddenly I’m not part of the problem anymore. I may not be the solution, but I’m not part of the problem. I feel better now. I feel good. I feel better than James Brown.

Lesson Two: Vocabulary for this Chapter

Cut them out. Paste them on cards. Collect them all.

– a convolute – box logic – hip hop – rap – Fluxus – engagement – paratactic assemblage – association – implication – poetic concretism – expressionism – passion – constellated – constellation – trace-capturing – pulsion – academic curator – daybook – Abercrombie & Fitch lives – aggregate – juxtaposition – annotate – re-mix – re-purpose – share – docent-guided tour – self-guided tour

Lesson Three: Two Reasoned Responses to Sirc

Reasoned response #1. Sirc is advocating nothing more than throwing shit at the wall to see if it sticks. He might use 20th century modernist artists as a base for his ideas, but he relies on worn-out notions of romantic expressionism and the trendy, self-help ideas of engaging your Passion to defend his so-called pedagogy. The truly difficult – and highly valued – mental work of analysis goes by the board in this plan, as does any criteria for evaluation of the work or of students. There’s no critical thinking going on here – not even the possibility of it occurring. This is Creative Writing 101 Lite. You don’t even need a teacher to do this!

Reasoned response #2. Sirc is re-defining the comp teacher as curator, and the processes of composition as it unfolds in the classroom as a physical, material engagement with those practices, ‘from l’etat brut inquiry” to the logic of being engaged scholars 138. The influx of new media may be the occasion for this re-definition but the box logic Sirc sketches places students in a valuable pedagogical relationship with that new media and new media practices – practices that go on around us all both inside and outside the academy: within and without the walls. You can’t write this off by calling it creative writing, mere expressionism. The approach, the method, might be novel to humanists, but it’s how Agassiz or any good science teacher teaches the next wave of scientists. The approach patently requires a teacher, but one that acts as a curator rather than a docent.

Discuss.

Categories
Digital Literacy New Media

Diagrams, exemplars, bootstrapping in #PLENK2010



Ergonomic Workspace Planner, Workstation Installation ToolLooking through some diagrams of PLEs at edtechpost has given me the impetus to create a diagram of my own, and the permission to really goof with it. Exemplars.

To my mind, these diagrams illustrate what happens when a straightforward exercise is approached with a PLE attitude. Given the variety of diagrams, it looks like learners chose their own terminology, media, and modes to work in. The diagrams become semiotically supercharged. The titles, the terminology used, the contexts represented, features of the model overall (eg: where the learner is placed in the model and how represented; how links, knowledge, services, contexts are represented, and the like), as well as the choice of media and mode (whiteboard, big paper, concept mapping software, illustration software, t-shirt) all signify as choices.

The variety complicates easy reading of each diagram and of the collection, but that’s appropriate for the issue. The diagrams become the ground and impetus for another turn. That is, they have to be actively interpreted, worked with, in order to become personal knowledge.

Which opens us into critical literacies. Interpreting these diagrams demands an approach – for, me a semiotic approach. Bootstrapping again. This would be the point where I would look into social semiotics social semiotics as a way of making sense of the diagrams.

Composed at the office, Target, and in the front garden. Posted using BlogPress from an iPad

Categories
Digital Literacy New Media The University

things we would never put on the university home page

This graphic has been making the rounds.  I found it on The Bamboo Project Blog: It’s About Answering Their Questions, Stupid: What Goes on the First Page ? – where I find a lot of Good Stuff.  The reminder that Michele gives:

[W]e still have this broadcast notion of content that can trip us up at the oddest moments. We need to stop thinking that social media–or any online content, for that matter–is first and foremost about us. The best stuff is always, always about our users.

If we could only get our PR/Communications people to hear that, we’d see an improvement in BSU’s little website – an improvement that the students who use the site – and those who never enrolled because the couldn’t find what they were looking for at a university – could then carry forward into their professions. [Warning: Don’t expect any of the following on our front page.]

University_website

But design, it’s really about control, isn’t it?

Categories
New Media

#critlit2010: trees and linkers

201006211309.jpg
photo by robokow

Kismet.

This morning I’m reading “The Hypericonic De-Vice,” from E-Crit, Marcel O’Gorman, and right in the middle of this passage –

… According to Ong, Ramus was simply responding to the need of universities to corporatize knowledge delivery:

… in the university, the teacher was also part of a corporation which was uncalculatingly but relentlessly reducing the personal, dialoging element in knowledge to a minimum in favor of an element which made knowledge something a corporation could traffic in, a-personal and abstract (almost as though it were something which existed outside a mind, as though one could have knowledge without anybody to do the knowing, as Ramists were eventually to maintain one could). (1958: 152)

The Ramist spatialization and infinite binarization of the world, which Ong refers to as a ‘corpuscular’ episteme, haunts our educational apparatus to this day; the same technological drive towards efficiency that spawned textbooks on logic is ow producing distance education and the ambitious electronic archiving projects that characterize much of the humanities scholarship in the digital age. (51)

O’Gorman is juggling Ramus, Ong, and Blake in this chapter. Here he is discussing Ramsus’s appearance at the cusp of printing, so that his trees articulating the division of knowledge into “natural” relations from generals to specials arrived at the moment when it could be distributed in print to young learners. Mnemonic devices to remind the learner of divisions of topics would not be needed after Ramus planted his schematizing of of bipartite division. Ramsus’s trees suited the economy of learning just-in-time. Kismet.

Here’s how it’s characterized at the university today, still in the corporate model:

Knowledge existing outside the knower = professional knowledge as it tends to circulate in the university.

Knowledge as the personal construct = amateur knowledge as it tends to circulate outside the university.

So, while I’m in the middle of passage, this week’s reading list from Critical Literacies arrives by email, including, Shirky: Ontology is Overrated, and Folksonomies – Cooperative Classification and Communication Through Shared Metadata, by Mathes.

Shirky sets what’s coming ([amateur constructed] folksonomy links that remove the need for [professionally constructed] hierarchical file systems) against other knowledge schemes (Dewey), and sees this:

What I think is coming instead are much more organic ways of organizing information than our current categorization schemes allow, based on two units — the link, which can point to anything, and the tag, which is a way of attaching labels to links. The strategy of tagging — free-form labeling, without regard to categorical constraints — seems like a recipe for disaster, but as the Web has shown us, you can extract a surprising amount of value from big messy data sets.

That is to say, we are moving from the filing system

201006211226.jpg

to the file system disappearing to leave the links

201006211226.jpg

images from Shirky

An observation: Constructing links does not eliminate the file tree. It’s still back there. But the links can remove dependence on the tree, and may remove the tree from the privileged position.

This is move from the Ramsian bipartite, where each item has to exist in one branch only, to the rhetorical, situational, probabilistic quantum where a particle can be in two places at once, exist in two states at once Shirky:

We are moving away from binary categorization — books either are or are not entertainment — and into this probabilistic world, where N% of users think books are entertainment. It may well be that within Yahoo, there was a big debate about whether or not books are entertainment. But they either had no way of reflecting that debate or they decided not to expose it to the users. What instead happened was it became an all-or-nothing categorization, “This is entertainment, this is not entertainment.” We’re moving away from that sort of absolute declaration, and towards being able to roll up this kind of value by observing how people handle it in practice.

The connect with critical literacy is pre-socratic, pre-Ramsian rhetoric.

The connect with PLEs might be this: Just as the book, the library, the taxonomy of the library, the taxonomy in the book are the hypericons of university knowledge, so the link, the directional gesture, the link-er, can be a hypericon of the PLE.

Categories
New Media

re-mediating moleskine

I’m not sure what to make of this: camouflaging an iPad as a Moleskine.  It’s a step towards the wearable computer, the always-on academic. But it’s not really camouflage so much as loading the icons heavily. The Moleskine is a semiotic badge of The Writer; the iPad a badge of The Fanbois. Fuse them and you have pretension so thick it could cause a concussion.

The case is made by DODOCase, a SF California shop. Black with a red interior, and a bamboo frame that holds the iPad securely. It’s well-made, and fairly priced at $50.00. Its build takes me back to bookbinding and woodshop in high school, so there’s built-in nostalgia.

And the DODOCase has a high stealth factor. People don’t see a computer – until you start poking at your notebook. Then you stand out. Call attention to yourself. Like a tosser.

What’s interesting is using an icon of the handwritten journal to play hide and seek with an icon of the the digiterati fanbois. The concealment is only momentary, because people are supposed to notice you poking at your notebook. The case is black with a interior: it’s meant to be seen. Red and black. Lingerie. This is NSFW. Barthes addressed the striptease in Mythologies. This moleskine-iPad remediation is not far away.

Add to this the material aspect of the case: The DODOcase is hand built, unlike Moleskine notebooks. The iPad is 21st century manufacturing at the extreme.

There’s a grad paper in there somewhere.