The Multitude Speaks

Today, before heading out of the office, I wanted to check Facebook. And, oh my, I got a big DNS error page. Surprised, I turned to almighty Google with the search "Facebook DNS failure." Lo and behold, Google's top response was a twitter feed displaying dozens of people tweeting the DNS failure (including a witty "not a good omen for The Social Network's opening weekend). There's truth, multitude style--even if it isn't necessary True. (Que Casey's rejection of everything).

Steven Johnson and Creativity

Meg sent me this short YouTube promotion for Steven Johnson's upcoming book on creativity. Its worth the time. My one-line response: one book's distraction is one browser's connection.

I like this talk because I've been thinking of Richard Miller's recent discussion of "slow reading" (which I discovered browsing through Facebook, and then browsing over at the Blogora). From what I gather, Miller developed the idea out of Roland Barthes' Pleasure of the Text (in my quick searching, I couldn't find anything by Miller on this subject, but I did find a recent ADE Bulletin article by Jonathan Culler on Close Reading). From what I gather from reading about it, Miller's idea is for students to read one book over the course of the semester (about 15 pages a week). There's no pre-planned syllabus, student assignments develop from the reading on an idiosyncratic basis, negotiated by teacher and student. As a commenter on Facebook gestured, I have a fun time thinking about how USF's recently minted "Office of Assessment" would respond to such an idea (but I dwell in a completely enframed, technological, bureaucratic UNIverse). Such an idea, however, seems connected to the premise of Johnson's upcoming book--that great ideas are a result of careful contemplation and chaotic encounter.

Thankfully, today, our libraries provide opportunity for both.

Visual Rhetoric InDesign Project

I'm teaching an undergraduate course in Visual Rhetoric for the first time at USF this semester. Our first few projects involved analysis and manipulation in photoshop. Our fourth project requires students to work in groups of 4 to design a cover and typography for a work in public domain using InDesign. We're going to watch an episode from Bravo's Work of Art this summer in class today as a way of introducing the project.

My guess is that others out there have tried a similar project--I'd appreciate any commentary you might be able to provide. I use this project to introduce concepts of visual research, teamwork, and to get them to play with a new technology. Here's the assignment sheet:

Assignment 4: InDesign Project

Dr. Marc C. Santos | ENC 3310 | Fall 2010

Our 4th major project is our first team project. You will be placed in teams of 3 to complete this project. The project has two major stages: pitch presentation and delivered product.

The final group deliverable will be an InDesign file (.indd); individuals will submit a Project 4 Postmortem. Each group will be responsible for selecting a work from the Gutenberg Top 100 downloads (all works in public domain) and giving it a modern re-design fit for print publication.

What Needs to Be Done for Monday, September 30th

Next Monday your project has to give an 8 to 10 minute presentation on your text that includes at least 3 design possibilities for the final project. The presentation should also cover whatever genre research you have compiled for your project (I am expecting 8 to 10 different images). Research should also speak to genre trends—think about size, color, font selections. In the presentation, you might want to have some kind of chronology that speaks to recent republications. Someone might want to look into font sizes typical for print publications. Start looking at books like a good chef eats.

All group members should speak for at least a portion of the presentation (although speaking time does not have to be evenly distributed). Following your presentation, the class (emulating a corporate board) will vote for which of the mock-ups they would like to see continued to completion.

The visual portion of the research presentation should be collected into some kind of media that can be “turned in” for evaluation (be it a website, a powerpoint, a prezi, a flash presentation, etc). Additionally, each group should design a handout for the presentation (note: too much text can make a handout difficult to read, too little can make it useless). Grading for the visual presentation will be based on: 1) the sophistication of the visual used in class, 2) the depth/quality of research grounding design decisions, 3) the quality of the mock-up selected by the class for additional development, 4) the professionalism and preparation of the group’s presenters.

What Needs to Be Done for Monday, October 4th

The group will email me one InDesign File (.indd) containing their project. A finished project will include a front and back cover design (fit for paperback printing), formatting for the book’s first 100 pages (if you are doing a book, this should be a minimum of 2 chapters). In addition to the cover, the book should include page numbers. If you are working with a book longer than 100 pages, there is no need to format all of the text.

The group project email should also include any research files or working files used to complete the project. InDesign is by and large a “finishing” technology. Groups will likely have to use other technologies (Photoshop for image editing, Word for rtf formatting) to create their projects.

Additionally, every person will turn in a Project 4 Postmortem sheet that documents their time spent on the project and speaks to group dynamics. This form will be distributed on Monday, September 30th.

How to Turn it in

As usual, a completed project should be sent to me on Sunday, October 3rd, at 11:59 pm. Please include your team name in the subject line. Postmortems should be sent in at the same time and include the team name in the subject line.

That's Not O.K. Purdue Exponent

So I am a fan of Lanham's theory of Attention Economy (link to interview) and I tend to enjoy a raunchy joke. As other's have noted, Purdue's student newspaper, the Exponent recently tried their hand at both. In a perverse way, they succeeded at both.

To the former, they have attracted at lot of eyeballs. I am contributing to that exposure. Controversy has gravitational pull.

There might be a context in which the cartoon (and I link back to Mxrk, since I can't find a copy online), might be a critical commentary on an atmosphere of hyper-masculine conquest generated by contemporary youth culture. Maybe. But this ad, as many others on Facebook note, seems pretty happy with itself. There doesn't seem to be a trace of irony to be found.

Hence the latter perversity. Its all too cliche for me to even spell it out here. In fact, it is so over the top, that it almost seems biblical to me (see how sex has become so impersonal, see how we have embraced debauchery, etc). It commands such a conservative heteronormative response that it performs something reminiscent of the sentiment of the "church" from this "if God were on Facebook" snippet:

As my wife pointed out, if you search "cartoon" on the Exponent site it becomes readily apparent that they don't like women. Even without the cartoon in question, there's plenty of other evidence. I think it enough for me to say: "that's not o.k."

Assessment from a Poetic Perspective

My wife today sent me a link to Heather K. Phillips MFA thesis project. Heather is a recent graduate of RISD; her project speaks to the legitimation of critique and the ubiquity of assessment at all levels of education. Here's a great paragraph from her abstract:

In my work, I co-opt the vocabulary of critique, cloaked in niceties and reinforced by repetition, to demonstrate its limitations. Using a hyperbolic approach, I identify and mirror the language back to expose the veneer of objectivity and test the limits of subjectivity. I replay feedback in exaggerated form, to challenge the perception that critique is an infallible process.

Last night my Contemporary Rhetorics course focused on Lyotard's Postmodern Condition. One of the student presentations highlighted an interview with Lyotard in a 1996 issue of JAC in which Lyotard declares PMC an abysmal failure and expresses extreme regret for every having written it. In a response to the interview, one of my colleagues, Deborah Jacobs, argued that Lyotard's regret stems from his aversion to definition and "theory" (as Lyotard defines the term) in favor of philosophy and questions. She also notes that Lyotard's dismissal of his writing "unsays" what was "said"--calls it into question, challenges its being. PMC, after all, is a book that attempts to define a particular movement, catalogue a series of transformations, and offer a possible (paralogical) response. It all sounds quite positivist. But it is also a slippery book that defies promises and undermines a few of its own pretensions (last night we discussed whether paralogy can exist as its own meta-narrative, or whether it is a parasitic operation, orientation, or attunement brought to an existing narrative-game). Lyotard jests in his introduction:

It remains to be said that the author of the report is a philosopher, not an expert. The latter knows what he knows and what he does not know: the former does not. One concludes, the other questions--two very different latter games. I combine them here with the result that neither quite succeeds. (xxv)

The passage reminds me of a saying of one of my more sardonic friends from graduate school: "you are always failing at something." Phillips' project speaks to this lingering postmodern challenge to the ideals of human autonomy and truth, particularly her "Stamps of Disapproval." I'm pretty sure I gave Casey one of these stamps not so long ago (but in my defense, his argument was entirely tautological).

Let Me Tell You a Story

Me (reading Lyotard's Postmodern Condition)

Rowan: "What are you doing daddy?"

Me: "I'm reading a book about why people go to school."

Rowan: "Oh."

Me: "Why do you go to school?"

Rowan: "I go to school to BE QUIET!"

Casey's got a recent post up about how "Emerging Adults" are having difficulty making decisions. Perhaps because no one has ever helped them encounter a question, only fed them answers?

Jonathan Swift

Working with Ulmer's Internet Invention this summer, I've had a number of projects exploring students' crises of faith. Responding to these projects got me thinking of Swift's later poem "Day of Judgment," written near the end of a career as a Protestant minister in Catholic Ireland. Enjoy.

With a whirl of thought oppressed,
I sunk from reverie to rest.
A horrid vision seized my head,
I saw the graves give up their dead!
Jove1, armed with terrors, bursts the skies,
And thunder roars and lightning flies!
Amazed, confused, its fate unknown,
The world stands trembling at his throne!
While each pale sinner hangs his head,
Jove, nodding, shook the heavens, and said:
'Offending race of human kind,
By nature, reason, learning, blind;
You who, through frailty, stepped aside;
And you who never fell—through pride:
You who in different sects have shammed,
And come to see each other damned;
(So some folks told you, but they knew
No more of Jove's designs than you)
The world's mad business now is o'er,
And I resent these pranks no more.
I to such blockheads set my wit!
I damn such fools!—Go, go, you're bit'