Here's the url for project 2:
http://gschoolc.blogspot.com/2008/09/09182008.html
Thursday, September 18, 2008
Tuesday, September 16, 2008
09/16/08
For today's class, one of the works I reviewed was "The Cape." The Cape incorporated time frames to explain one specific part of the story. If we start the story by clicking either the first or last slide, we learn that the story is a piece of fiction. One interesting part of the time sequence is that the final slide is the one that prefaces the story, explaining more in depth that it is fiction and that the author's intention is for the reader to view the story from right frame to left frame. The preface also explains, however, that readers can view the story in any sequence they want, which I found is fine because, aside from the frames about learning to whistle, there isn't much sequential connection from frame to frame. In this sense, the author chose to direct the readers less than Mcloud, who used arrows and the physics of a computer screen to make the story unravel in a certain order.
Another work I reviewed was "Rice." Rice combined the use of sequential writing and frames in time. Once the reader clicks on a picture, it takes him or her to the story associated with it--whether it be told by text, audio or video. The reader does not have to follow any certain order when clicking on the pictures; he or she is not directed that way. But once a picture is clicked, the story then unravels piece by piece, in a specific sequential order chosen by the author. The story also makes use of icons to supplement--for example, in the poem about the duck, the author uses a picture of a duck as illustration.
Another work I reviewed was "Rice." Rice combined the use of sequential writing and frames in time. Once the reader clicks on a picture, it takes him or her to the story associated with it--whether it be told by text, audio or video. The reader does not have to follow any certain order when clicking on the pictures; he or she is not directed that way. But once a picture is clicked, the story then unravels piece by piece, in a specific sequential order chosen by the author. The story also makes use of icons to supplement--for example, in the poem about the duck, the author uses a picture of a duck as illustration.
Tuesday, September 9, 2008
Project 1 Final Post
Project 1
I took a completely different route than I had planned for Project 1. Originally, I had planned on using a longer piece of literature--a passage from a novel or something of that nature. I found that my ideas for a longer, more complex piece may be a little too complicated for this particular assignment. I had prepared a PowerPoint presentation for part of Jeanette Winterson's Written on the Body, and realized that it definitely fit more of the criteria for Project 2.
I then decided to look at this project on a smaller scale. That is how I chose the quotation for my project. After taking four semesters of Latin during college, I've grown an appreciation for the language. It is complex and interesting, and many texts originally written in Latin have paved the way for modern literature and language. I chose this particular quotation because the content itself is somewhat abstract--"We are more easily led part by part to an understanding of the whole." It deals with cognitive process and understanding--something we cannot see. However, the first thing that comes to my mind when talking about pieces forming a whole is a puzzle. Using puzzle pieces separately (per partes) to form the whole (totius) is a concrete way to express an abstract idea. I feel this is an appropriate project because one of my blog comments said to think of the different parts of my project working together to create a meaning. This, in a somewhat literal sense, does just that.
The placement of the text for my project is significant to the understanding of Latin translation. Though the words remain in the order in which they occur in the quotation, I separated them into grammatical segments. Facilius, which means more easily, stands alone as a comparative adverb. Per partes, an ablative of manner, means part by part. In cognitionem, is accusative, functioning as the direct object (leads us to what? -- an understanding). Totius functions as a genitive, meaning of the whole. And lastly, we get to the verb--adducimur. In Latin, verbs usually come at the end of the sentence, which is why I chose to leave it there, even though the translation comes toward the beginning of the sentence. Adducimur is a passive verb, meaning we are led. The line-by-line animation of the text and art also serve to supplement the piece-by-piece abstract and grammatical intentions I had for the project.
I layered the words per partes and totius over puzzle pieces and a put-together puzzle. This was to supplement the understanding of the words in an illustrative way. I also made the font different for these words to emphasize them, as I feel they are the most important words in the quotation. Revealing the English translation of the quotation as the last piece of my project sums up the whole--the audience can see each part come together, and then the English words shown last take the idea full circle.
I took a completely different route than I had planned for Project 1. Originally, I had planned on using a longer piece of literature--a passage from a novel or something of that nature. I found that my ideas for a longer, more complex piece may be a little too complicated for this particular assignment. I had prepared a PowerPoint presentation for part of Jeanette Winterson's Written on the Body, and realized that it definitely fit more of the criteria for Project 2.
I then decided to look at this project on a smaller scale. That is how I chose the quotation for my project. After taking four semesters of Latin during college, I've grown an appreciation for the language. It is complex and interesting, and many texts originally written in Latin have paved the way for modern literature and language. I chose this particular quotation because the content itself is somewhat abstract--"We are more easily led part by part to an understanding of the whole." It deals with cognitive process and understanding--something we cannot see. However, the first thing that comes to my mind when talking about pieces forming a whole is a puzzle. Using puzzle pieces separately (per partes) to form the whole (totius) is a concrete way to express an abstract idea. I feel this is an appropriate project because one of my blog comments said to think of the different parts of my project working together to create a meaning. This, in a somewhat literal sense, does just that.
The placement of the text for my project is significant to the understanding of Latin translation. Though the words remain in the order in which they occur in the quotation, I separated them into grammatical segments. Facilius, which means more easily, stands alone as a comparative adverb. Per partes, an ablative of manner, means part by part. In cognitionem, is accusative, functioning as the direct object (leads us to what? -- an understanding). Totius functions as a genitive, meaning of the whole. And lastly, we get to the verb--adducimur. In Latin, verbs usually come at the end of the sentence, which is why I chose to leave it there, even though the translation comes toward the beginning of the sentence. Adducimur is a passive verb, meaning we are led. The line-by-line animation of the text and art also serve to supplement the piece-by-piece abstract and grammatical intentions I had for the project.
I layered the words per partes and totius over puzzle pieces and a put-together puzzle. This was to supplement the understanding of the words in an illustrative way. I also made the font different for these words to emphasize them, as I feel they are the most important words in the quotation. Revealing the English translation of the quotation as the last piece of my project sums up the whole--the audience can see each part come together, and then the English words shown last take the idea full circle.
Tuesday, September 2, 2008
09/02/2008
Our first project, the concrete poetry project, is one that requires a great amount of creativity. I had an internship over the summer that taught me the importance of using multimedia to improve the readability of texts. I think knowledge like that may help me with this project.
I'm not completely sure about what direction I'd like to go in for this project, but I think I may want to possibly use images, etc., to help narrate song lyrics or even pick out one of my favorite poems to create storytelling imagery for.
In choosing a song or poem, I'd like to pick one that uses a lot of senses and has strong imagery. Something abstract may possibly work well. I think finding a starting point will be the most difficult part for me in this project.
My main question right now is what exactly are we allowed to use? Can we use pictures? Or should we just stick to arranging text in a more visually appealing way?
After class discussion, I have a clearer view of what I should do be working toward for the first project. I'm thinking about finding images to supplement either "Written on the Body" by Jeanette Winterson or "Orlando" by Virginia Wolf. I also plan to work with the layout of the text to help tell the stories.
Both novels consider gender and identity. The images that I incorporate will reflect these themes. The novels each contain a lot of emotion as well, so I plan to space and arrange the text to symbolize passages of high emotion or uncertainty.
I haven't yet chosen which passages to use yet. If I use one from Winterson's novel, it will likely be the last few paragraphs of her novel. It seems the imagery and emotion are at full force at that point in the book. Should I choose Wolf's novel, I might focus on the part of the book where Orlando transforms from a male into a female, highlighting moments when Orlando notices the extreme differences and double standards between sex/gender.
I'm still considering creating my project based on a song. If I do this, I may choose a song by Jewel because her songs tend to be of a folk genre, so the lyrics often tell stories.
I'm not completely sure about what direction I'd like to go in for this project, but I think I may want to possibly use images, etc., to help narrate song lyrics or even pick out one of my favorite poems to create storytelling imagery for.
In choosing a song or poem, I'd like to pick one that uses a lot of senses and has strong imagery. Something abstract may possibly work well. I think finding a starting point will be the most difficult part for me in this project.
My main question right now is what exactly are we allowed to use? Can we use pictures? Or should we just stick to arranging text in a more visually appealing way?
After class discussion, I have a clearer view of what I should do be working toward for the first project. I'm thinking about finding images to supplement either "Written on the Body" by Jeanette Winterson or "Orlando" by Virginia Wolf. I also plan to work with the layout of the text to help tell the stories.
Both novels consider gender and identity. The images that I incorporate will reflect these themes. The novels each contain a lot of emotion as well, so I plan to space and arrange the text to symbolize passages of high emotion or uncertainty.
I haven't yet chosen which passages to use yet. If I use one from Winterson's novel, it will likely be the last few paragraphs of her novel. It seems the imagery and emotion are at full force at that point in the book. Should I choose Wolf's novel, I might focus on the part of the book where Orlando transforms from a male into a female, highlighting moments when Orlando notices the extreme differences and double standards between sex/gender.
I'm still considering creating my project based on a song. If I do this, I may choose a song by Jewel because her songs tend to be of a folk genre, so the lyrics often tell stories.
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