Remix Video
I tried to upload the video but it didn't work...
So here is a link to the video that I think will work
Remix Video
Monday, November 28, 2011
Gay Marriage Legalized
I tried to upload the video but it didn't work...
So here is a link to the video that I think will work
Remix Video
Literacy Sound File
When I started this project I wasn't sure what to focus on. I think one of the first things that came to mind was when I remember starting to play computer games, especially since the programs I was using were based on learning. I focused on using my mom as a first hand resource to gather information and used the recording of my conversation as the basis for my story.
This was actually the last project I finished because I wasn't sure in what direction to go. So to begin I started off the best way I knew how... chatting on the phone with my mom. We definitely don't need an excuse to talk at all but having a definite topic helps us stay focused. My mom continued to tell me stories of when my brother and I were little kids and learning to read and lots of stuff that we would love to do and games we would play. That was definitely the best way for me to go about getting this information. I used the audio files from the conversation with her to frame my story and add in my own commentary to embellish what my mom is saying.
This was actually the last project I finished because I wasn't sure in what direction to go. So to begin I started off the best way I knew how... chatting on the phone with my mom. We definitely don't need an excuse to talk at all but having a definite topic helps us stay focused. My mom continued to tell me stories of when my brother and I were little kids and learning to read and lots of stuff that we would love to do and games we would play. That was definitely the best way for me to go about getting this information. I used the audio files from the conversation with her to frame my story and add in my own commentary to embellish what my mom is saying.
Simkins and Gill Readings
Simkins:
In the Simkins reading something that really stuck out to me was when they were focusing on discussing RPGs, role playing games. In the article the definition of RPGs branched beyond video games that were based in role playing into the ways that role playing comes up in many different learning aspects of life. The examples ranged from middle and high school through to careers in the military. Specifically they included;
"When a young person represents Uganda in Model U.N., they are role-playing for the purpose of learning. The same can be said for a history student participating in a mock trial, emergency service workers participating in an Incident Command System exercise, or military personnel participating in war games."
This opened up a new idea for me based on game play and particularly how common role playing games are. From an outside participant of video games, mostly a viewer of someone else playing, I have some experience with the way some role playing games work. Two of these games include Civilizations, which has actually been brought up a lot in the course of this class, and Skyrim. The role playing that they are referring to in the article most directly relates to the way Skyrim is played. In the game you choose your player from a wide range of species and can alter the appearance as well as what kind of player you would like to be. From watching this game being played I have noticed the ethics that are discussed in the article. By choosing your character you are deciding which nation to be affiliated with and what your proffession will be; thief, soldier, etc... I have been watching a player participating as a thief affiliated with the rebel nation. Within the game he steals and kills people, however depending on if he is in a town or in the woods and if he was attacked first or the one attacking there are different consequences that occur. These provide an ethical standpoint that the player either knowingly or unknowingly has to take into account.
Going back to the beginning of the article and if these could be used as a teaching method I am going to come to the same conclusion that I have throughout this class, I think they could be viable options for a learning experience for children. I don't know how they could be incorporated into a classroom setting, the only one that I think definitely could be use in a class would be Civilizations to teach aspects of history and the tools necessary to advance a society.
Gill:
In this article there is a good point made about the younger generation who is now in schools, they call them the "culture of interaction or Net Generation". The younger generations adapt to technology better than the teachers that are supposed to be teaching these students technology. Some call them the "Game Generation". "The Games Generation workers rarely even think of reading a manual. They'll just play with the software, hitting every key if necessary, until they figure it out" This trial and error method allows people to cognitively develop the skills the need to use software. Instead of reading a manual and following steps, they figure out their own directions which I think sometimes makes the process more concrete in their minds.
This article talks about how playing video games can lead to developing skills that can be used in other computer tasks. In my opinion I think this holds true just from watching how people who play video games and understand how different combinations of key strokes on either a keyboard or a game controller will allow certain things to occur in the game. The same is true for how to work with computer codes or different sort of website creation.
In the Simkins reading something that really stuck out to me was when they were focusing on discussing RPGs, role playing games. In the article the definition of RPGs branched beyond video games that were based in role playing into the ways that role playing comes up in many different learning aspects of life. The examples ranged from middle and high school through to careers in the military. Specifically they included;
"When a young person represents Uganda in Model U.N., they are role-playing for the purpose of learning. The same can be said for a history student participating in a mock trial, emergency service workers participating in an Incident Command System exercise, or military personnel participating in war games."
This opened up a new idea for me based on game play and particularly how common role playing games are. From an outside participant of video games, mostly a viewer of someone else playing, I have some experience with the way some role playing games work. Two of these games include Civilizations, which has actually been brought up a lot in the course of this class, and Skyrim. The role playing that they are referring to in the article most directly relates to the way Skyrim is played. In the game you choose your player from a wide range of species and can alter the appearance as well as what kind of player you would like to be. From watching this game being played I have noticed the ethics that are discussed in the article. By choosing your character you are deciding which nation to be affiliated with and what your proffession will be; thief, soldier, etc... I have been watching a player participating as a thief affiliated with the rebel nation. Within the game he steals and kills people, however depending on if he is in a town or in the woods and if he was attacked first or the one attacking there are different consequences that occur. These provide an ethical standpoint that the player either knowingly or unknowingly has to take into account.
Going back to the beginning of the article and if these could be used as a teaching method I am going to come to the same conclusion that I have throughout this class, I think they could be viable options for a learning experience for children. I don't know how they could be incorporated into a classroom setting, the only one that I think definitely could be use in a class would be Civilizations to teach aspects of history and the tools necessary to advance a society.
Gill:
In this article there is a good point made about the younger generation who is now in schools, they call them the "culture of interaction or Net Generation". The younger generations adapt to technology better than the teachers that are supposed to be teaching these students technology. Some call them the "Game Generation". "The Games Generation workers rarely even think of reading a manual. They'll just play with the software, hitting every key if necessary, until they figure it out" This trial and error method allows people to cognitively develop the skills the need to use software. Instead of reading a manual and following steps, they figure out their own directions which I think sometimes makes the process more concrete in their minds.
This article talks about how playing video games can lead to developing skills that can be used in other computer tasks. In my opinion I think this holds true just from watching how people who play video games and understand how different combinations of key strokes on either a keyboard or a game controller will allow certain things to occur in the game. The same is true for how to work with computer codes or different sort of website creation.
Sunday, November 13, 2011
Janna Levin
I found the lecture with Janna Levin really interesting, I'm glad that I was able to go. The part that I thought was so interesting was the intellectual and scientific community that shes apart of that is located on the seventh floor of a building in Brooklynn. Combining the work of architects, designers, artists, geneticists, biologists, computer scientists, and Janna Levin as the one theoretical physicist in an organic space that puts emphasis on collaboration is what she called the Third Culture.
Throughout her presentation the part that really grabbed me and made me want to know more about this was her examples of the types of work that they do. She focused on explaining about five different projects that are going on, some of them which occur simultaneously. The projects that more closely relate to art practice integrated with technology were the works called the Gravity Harp and Corine's World. The Gravity Harp was a collaboration between an engineer, electrician and designer to create a scientific instrument to perform along with Björk. The resulting harp was a beautifully crafted instrument that used the science of pendulums to create the strumming of a harp that corolated with Björk's song. Corine's World was a series of window installations in Barney's NY, a store in Manhattan. It was created to give homage to the life of the editor of Vogue Paris, Corine. It included three video installations depicting different films of Corine.
Gravity Harp
The Gravity Harp reminded me of a project that I was assigned in Design II. We were asked to make an instrument, but the parts had to come from things that weren't meant to be used in the creation of instruments. So, instead of guitar strings we had to come up with something else, like different gauged wires. It was really cool seeing what everyone came up with based on their knowledge of instruments and what ideas they could imagine.
Anyway, I really enjoyed her presentation about that group and how the merging of science and art can be beneficial and have very interesting outcomes.
Throughout her presentation the part that really grabbed me and made me want to know more about this was her examples of the types of work that they do. She focused on explaining about five different projects that are going on, some of them which occur simultaneously. The projects that more closely relate to art practice integrated with technology were the works called the Gravity Harp and Corine's World. The Gravity Harp was a collaboration between an engineer, electrician and designer to create a scientific instrument to perform along with Björk. The resulting harp was a beautifully crafted instrument that used the science of pendulums to create the strumming of a harp that corolated with Björk's song. Corine's World was a series of window installations in Barney's NY, a store in Manhattan. It was created to give homage to the life of the editor of Vogue Paris, Corine. It included three video installations depicting different films of Corine.
Gravity Harp
The Gravity Harp reminded me of a project that I was assigned in Design II. We were asked to make an instrument, but the parts had to come from things that weren't meant to be used in the creation of instruments. So, instead of guitar strings we had to come up with something else, like different gauged wires. It was really cool seeing what everyone came up with based on their knowledge of instruments and what ideas they could imagine.
Anyway, I really enjoyed her presentation about that group and how the merging of science and art can be beneficial and have very interesting outcomes.
Saturday, November 12, 2011
Thursday, November 3, 2011
Networked Publics: New Mediated Space
These four properties thus fundamentally separate unmediated publics from networked publics:
1 Persistence: Unlike the ephemeral quality of speech in unmediated publics, networked communications are recorded for posterity. This enables asynchronous communication but it also extends the period of existence of any speech act.
2 Searchability: Because expressions are recorded and identity is established through text, search and discovery tools help people find like minds. While people cannot currently acquire the geographical coordinates of any person in unmediated spaces, finding one’s digital body online is just a matter of keystrokes.
3 Replicability: Hearsay can be deflected as misinterpretation, but networked public expressions can be copied from one place to another verbatim such that there is no way to distinguish the “original” from the “copy.” 26
4 Invisible audiences: While we can visually detect most people who can overhear our speech in unmediated spaces, it is virtually impossible to ascertain all those who might run across our expressions in networked publics. This is further complicated by the other three properties, since our expression may be heard at a different time and place from when and where we originally spoke.
Thinking of this as a teacher...
How a networked public changes/influences my teaching? Thinking beyond tools, how does it inhibit?
Possible art making...
Rhizome
This reading is especially interesting to me because I feel that I grew up with the internet in the way that she is explaining. The big thing in middle school was instant messaging, I would spend HOURS chatting online with my friends who I just saw at school. On top of that if there was ever a sleep over the group of girls I was with would talk to boys and other people online for the majority of the night. Instead of a social networking profile we would constantly update our instant messaging info boxes. Then in high school it became the thing to be on Myspace, now instead of having IMing (instant messaging) as the only thing I was on daily, I had both IMing and Myspace. I'd chat with my friends in real time through IM and check my profile and others profiles for pictures and stuff on the side. When I was a senior in high school was when Facebook turned up and that added one more thing to occupy my time with. I guess because I feel like I lived the evolution of social networking sites, as I grew up the way my generation communicated online evolved with our age, there is a certain level of comfort that I have with online communities.
After that piece of nostalgia... I personally think that it could be beneficial to incorporate social networks and different online communities into school. However, I do understand the problem that a lot of school districts have with allowing students to have access to these sites at school. Unfortunately even with how advantageous the access to sites like Facebook, Youtube, and Flickr could be there are always going to be those that "ruin it" for everyone else. Online bullying is a problem, it was a problem when I was in middle school too, but those conversations were at least private in instant messenger. In the 2000's children have a much higher ability to use computers and online tools and the sites available to them allow for even more sharing of multi-media. Not only could they insult someone on their wall or embarrass them by sharing personal stories, they now have the ability to create videos and photo posts that could be hurtful. I do think this is more of an issue the younger the students are that you work with. Middle school age probably couldn't handle having access, especially with the bullying that takes place within the halls. High school age, more specifically those applying to college, might approach online communities with a more professional attitude and therefore would have less inclination to use it as a tool for bullying. In a college atmosphere it would most certainly be effective, this blog is evidence of that.
In a perfect world I would love to be a professor at the college level teaching drawing or painting classes or teaching at the high school level. In that case I think using social networking sites would be beneficial, even more so if in using one of these sites there was a page dedicated to that particular class. My having a page devoted to a class the teacher would be the administrator and have control over what was being posted. Multi-media assignments could be given that require students to use the internet as a tool for finding contemporary artists, sharing photos of their work, videos of interviews or the artist working. Students would be able to get a more in depth look at the actual world of working artists and the realities that go along with that profession. I guess I see it as more of a research tool.
The ways that networked publics could inhibit I guess I've voiced one major concern about online bullying. There is a lot of things that people will say online that they wouldn't say in real life if they were face to face with that person, I think that is why it can be dangerous. As much as you are connected to a community online there is also a degree of physical separation.
There are ways to bring the networked publics or social networking into art making, one thing that I can think up off the top of my head might be making social networking maps as an art project. It could give students a push into examining how they use those sites versus their real world interactions.
1 Persistence: Unlike the ephemeral quality of speech in unmediated publics, networked communications are recorded for posterity. This enables asynchronous communication but it also extends the period of existence of any speech act.
2 Searchability: Because expressions are recorded and identity is established through text, search and discovery tools help people find like minds. While people cannot currently acquire the geographical coordinates of any person in unmediated spaces, finding one’s digital body online is just a matter of keystrokes.
3 Replicability: Hearsay can be deflected as misinterpretation, but networked public expressions can be copied from one place to another verbatim such that there is no way to distinguish the “original” from the “copy.” 26
4 Invisible audiences: While we can visually detect most people who can overhear our speech in unmediated spaces, it is virtually impossible to ascertain all those who might run across our expressions in networked publics. This is further complicated by the other three properties, since our expression may be heard at a different time and place from when and where we originally spoke.
Thinking of this as a teacher...
How a networked public changes/influences my teaching? Thinking beyond tools, how does it inhibit?
Possible art making...
Rhizome
This reading is especially interesting to me because I feel that I grew up with the internet in the way that she is explaining. The big thing in middle school was instant messaging, I would spend HOURS chatting online with my friends who I just saw at school. On top of that if there was ever a sleep over the group of girls I was with would talk to boys and other people online for the majority of the night. Instead of a social networking profile we would constantly update our instant messaging info boxes. Then in high school it became the thing to be on Myspace, now instead of having IMing (instant messaging) as the only thing I was on daily, I had both IMing and Myspace. I'd chat with my friends in real time through IM and check my profile and others profiles for pictures and stuff on the side. When I was a senior in high school was when Facebook turned up and that added one more thing to occupy my time with. I guess because I feel like I lived the evolution of social networking sites, as I grew up the way my generation communicated online evolved with our age, there is a certain level of comfort that I have with online communities.
After that piece of nostalgia... I personally think that it could be beneficial to incorporate social networks and different online communities into school. However, I do understand the problem that a lot of school districts have with allowing students to have access to these sites at school. Unfortunately even with how advantageous the access to sites like Facebook, Youtube, and Flickr could be there are always going to be those that "ruin it" for everyone else. Online bullying is a problem, it was a problem when I was in middle school too, but those conversations were at least private in instant messenger. In the 2000's children have a much higher ability to use computers and online tools and the sites available to them allow for even more sharing of multi-media. Not only could they insult someone on their wall or embarrass them by sharing personal stories, they now have the ability to create videos and photo posts that could be hurtful. I do think this is more of an issue the younger the students are that you work with. Middle school age probably couldn't handle having access, especially with the bullying that takes place within the halls. High school age, more specifically those applying to college, might approach online communities with a more professional attitude and therefore would have less inclination to use it as a tool for bullying. In a college atmosphere it would most certainly be effective, this blog is evidence of that.
In a perfect world I would love to be a professor at the college level teaching drawing or painting classes or teaching at the high school level. In that case I think using social networking sites would be beneficial, even more so if in using one of these sites there was a page dedicated to that particular class. My having a page devoted to a class the teacher would be the administrator and have control over what was being posted. Multi-media assignments could be given that require students to use the internet as a tool for finding contemporary artists, sharing photos of their work, videos of interviews or the artist working. Students would be able to get a more in depth look at the actual world of working artists and the realities that go along with that profession. I guess I see it as more of a research tool.
The ways that networked publics could inhibit I guess I've voiced one major concern about online bullying. There is a lot of things that people will say online that they wouldn't say in real life if they were face to face with that person, I think that is why it can be dangerous. As much as you are connected to a community online there is also a degree of physical separation.
There are ways to bring the networked publics or social networking into art making, one thing that I can think up off the top of my head might be making social networking maps as an art project. It could give students a push into examining how they use those sites versus their real world interactions.
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