All in all, I was pretty impressed with what I got out of the class. I was a little skeptical coming in, based on the course description and the fancy Internet jargon that was being used the first couple of weeks, however, I think out of all of my courses taken at Kean, this was hands down the most interesting.
Readings:
I thought the readings were useful because they allowed us to better understand the the genres of electronic literature and also served as an example for what we would create ourselves in the future. The readings also provided the framework to the class and without them it would have been hard to truly participate in creating electronic literature. The ones that we covered in class were creative, frustrating, informative, and made us think, which ultimately made us as a group more creative and determined when it came to our own pieces. The amount and order were perfect as well because the information began to build. Hypertext seems the be most basic, so it was essential to start there.
Blogs:
The blogs were useful as well. At points it became a little redundant and unnecessary, but for the most part, useful. Maybe a little less Brainstorming on blog perhaps. However,when I would get stuck on an assignments, the blogs would be helpful because I was able to fish around to see what my classmates were doing.
Assignments/Projects:
This was the best part of the class! Very fun and interesting. However, by the third one my creative juices were dried up. I think if you did a short partner assignment first to learn and master the usage of hypertext, then move onto Project 1:Hypertext and Project 2:Flash, it would be better. Also, more in class time to work on the assignments, this was provided more by the third project we did, but the first two, a lot of the work was down outside of the classroom which was hard because we were still trying to understand this form of writing, software, and Internet usage.
I definitely recommend taking this course! :)
Monday, May 3, 2010
Wednesday, April 7, 2010
Blog #15: STORYLAND
Storyland
Nanette Wylde
http://collection.eliterature.org/1/works/wylde__storyland.html
BIOGRAPHY
Born: California
Resides: Redwood City and Chico, California
Education: MFA, Ohio State University, 1996; BA, San Jose State University, 1986.
Employment: Associate Professor, California State University, Chico, Department of Art and Art History.
DESCRIPTION OF STORYLAND
The computer-generated combinatorial story is one of the oldest forms of digital writing. Storyland, with its simple circus frame, plays with this tradition by performing recombination of the sort seen in cut-up and in Oulipian work. The system repeatedly plots amusingly repetitive stories, inviting the reader to consider, to read its scheme for composition.
Author description: Storyland (version 2) is a randomly created narrative which plays with social stereotypes and elements of popular culture. Each sentence is constructed from a pool of possibilities, allowing each reader a unique story. The reader presses the "new story" button, and a story is created for that moment in time. It is unlikely that any two stories will be identical. Storyland exposes its narrative formula thus mirroring aspects of contemporary cultural production: sampling, appropriation, hybrids, stock content, design templates. It risks discontinuity and the ridiculous while providing opportunities for contemplation beyond the entertainment factor.
Previous publication: Version 1 of Storyland was published by Wylde in 2002. Version 2 made its debut in 2004. The latest version of Storyland is available at Wylde's site, http://www.preneo.com/nwylde.
CRITERIA FOR GRADE:
• identification of the text’s genre + discussion of the literary traditions the text draws:
• Gossip Magazines- telling stories about people and how everyone knows everyone. It’s like 6 degrees of separation.
• The entertainment world is like a circus. In fact Britney Spears has a song entitled such and lyrics that further support the metaphor of the celebrity world, “All eyes on me in the center of the ring just like a circus.” (Could be a stretch… not sure!)
• Even though Storyland doesn’t directly refer to celebrities, it highlights the effect people have on one another. Of course this is also realistic in everyday life, but when each story starts with the circus theme song you can’t help but wonder if she is making a connection.
• Poetry- short sentences, leaves room open for greater interruption, characters are vague and underdeveloped. Patterned lines- stanzas.
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• Audio, Combinatorial (Works where the permutation of possible outputs plays a key role in the composition.) Fiction and Generative (sometimes referred to as the genetic code of artificial objects, working and producing in unique, unrepeatable ways. In experiencing a generative piece, the reader starts the process that results in the output, as opposed to watching a pre-prepared motion picture or selecting one of several pre-written texts to read.)
• Audio- Circus Theme Song: replays before every story appears
• Navigation- one button- Reads: New Story… no other way to navigate. Story appears in front of your.
• Visuals- as the song plays the letters in Storyland change color until the music stops and then they appear still in an assortment of colors. Also, the letters come in and out not revealing the whole word in its entirety.
• Movement- text comes in one stanza at a time.
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements •
I think I might have addressed this in other sections…
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work•
The literature throughout the work keeps the same pattern: 2 sentences, line break, one sentence (short- somewhat of an afterthought or similar to stage direction in a play), line break, 2 sentences, line break, 2 sentences, line break, one sentence, line break sentences (wraps up the story the- shows how the characters effect on another).
• Even though the circus tune evokes energy and happy childhood memories, the stories of the people and their interactions are sad, monotone, bland, and uninformative, therefore making the music satirical. However, circus life for the people in it is exactly like the literature presented. They are on display showing off their abnormalities… the circus isn’t as glamorous to them as it is to the spectator which can further play into celebrity/entertainment world theory.
• references to what other reviewers/critics have written about your piece or genre
• http://danerday.wordpress.com/2009/02/18/e-lit-example/
• http://nickm.com/if/montfort_dac_2009.pdf
TEXT
Mom-Roller derby Queen- Computer Programmer
Pilot- Torch Singer- reality show contestant
Rookie- Exhibitionist- Jeweler
Wild women-old man-parent
Psychiatrist- police officer- investment banker
Clown-college student- hooker
Media mogul- stand-in- labor organizer
REPETITIVE THEMES/PHRASES
• Day tripper
• Ruthless
• There were disagreements
• During the last ionic storm
• Felt abandon
• Emotions were expressed
• A long, long time ago
__________________________________________________________
Infinite Limits: E-Lit Example
February 18, 2009 at 8:24 pm | In Lightness | Leave a Comment
Tags: Storyland
The Electronic Literature example that best fits my analogy, emblem, and ideas on lightness is one called Storyland by Nanette Wylde. This E-lit example relates to Calvino’s ideals because it portrays his idea that meaning is conveyed through verbal texts that seem weightless and there certainly is a flexibility to the story. Storyland is a random narrative created to play with social stereotypes and elements of popular culture. Since each sentence is constructed from a variety of possibilities, allowing each reader a unique story, it relates to Calvino’s idea of weightlessness and flexibility. The reader presses the “new story” button, and a story is created at that exact moment and then it is very unlikely for any two stories to be identical. The flexibility of these stories is what makes it so like the ideas of lightness portrayed in my emblem and analogies because the light weight of the changing stories is just like that of wood floating on water or an individual water skiing. Also, since each story is never exactly the same, this E-lit relates to how each mass of wood is never the same nor is the way it floats. Even the process of water skiing can never be identical since each person has different abilities and weight.
To further explore this E-lit idea and make your own observations click here.
The ppg256 Series of Minimal Poetry Generators
Nick Montfort
Massachusetts Institute of Technology
77 Massachusetts Ave, 14N–233
Cambridge, MA 02139 USA
nickm@nickm.com
Nanette Wylde’s Storyland is a simple and amusing program to
randomly generate very short stories [16]. Talan Memmott’s Self
Portrait(s) [as Other(s)] assembles images and somewhat
authoritative-sounding curatorial texts from fragments, also at
random [17]. The effect of these two pieces would be entirely
different and significantly reduced if they were converted into
exhaustive programs that generated every possible combination
one after the other, making a slight change each time. The effect
of a random program can be like overhearing bits of a
conversation, perhaps a conversation that is most interesting when
only partially overheard. It can be more along the lines of meeting
a few people from a particular country and less like having
everyone from that country arrayed in an enormous gymnasium.
In terms of their poetics, random programs demand that an author
define interesting distributions over texts rather than simply
writing a single text that is appropriate.
Nanette Wylde
http://collection.eliterature.org/1/works/wylde__storyland.html
BIOGRAPHY
Born: California
Resides: Redwood City and Chico, California
Education: MFA, Ohio State University, 1996; BA, San Jose State University, 1986.
Employment: Associate Professor, California State University, Chico, Department of Art and Art History.
DESCRIPTION OF STORYLAND
The computer-generated combinatorial story is one of the oldest forms of digital writing. Storyland, with its simple circus frame, plays with this tradition by performing recombination of the sort seen in cut-up and in Oulipian work. The system repeatedly plots amusingly repetitive stories, inviting the reader to consider, to read its scheme for composition.
Author description: Storyland (version 2) is a randomly created narrative which plays with social stereotypes and elements of popular culture. Each sentence is constructed from a pool of possibilities, allowing each reader a unique story. The reader presses the "new story" button, and a story is created for that moment in time. It is unlikely that any two stories will be identical. Storyland exposes its narrative formula thus mirroring aspects of contemporary cultural production: sampling, appropriation, hybrids, stock content, design templates. It risks discontinuity and the ridiculous while providing opportunities for contemplation beyond the entertainment factor.
Previous publication: Version 1 of Storyland was published by Wylde in 2002. Version 2 made its debut in 2004. The latest version of Storyland is available at Wylde's site, http://www.preneo.com/nwylde.
CRITERIA FOR GRADE:
• identification of the text’s genre + discussion of the literary traditions the text draws:
• Gossip Magazines- telling stories about people and how everyone knows everyone. It’s like 6 degrees of separation.
• The entertainment world is like a circus. In fact Britney Spears has a song entitled such and lyrics that further support the metaphor of the celebrity world, “All eyes on me in the center of the ring just like a circus.” (Could be a stretch… not sure!)
• Even though Storyland doesn’t directly refer to celebrities, it highlights the effect people have on one another. Of course this is also realistic in everyday life, but when each story starts with the circus theme song you can’t help but wonder if she is making a connection.
• Poetry- short sentences, leaves room open for greater interruption, characters are vague and underdeveloped. Patterned lines- stanzas.
• descriptions of the important textual elements including navigation design, visuals, sound, interactive features, movement, layering effects, network connections, and so on
• Audio, Combinatorial (Works where the permutation of possible outputs plays a key role in the composition.) Fiction and Generative (sometimes referred to as the genetic code of artificial objects, working and producing in unique, unrepeatable ways. In experiencing a generative piece, the reader starts the process that results in the output, as opposed to watching a pre-prepared motion picture or selecting one of several pre-written texts to read.)
• Audio- Circus Theme Song: replays before every story appears
• Navigation- one button- Reads: New Story… no other way to navigate. Story appears in front of your.
• Visuals- as the song plays the letters in Storyland change color until the music stops and then they appear still in an assortment of colors. Also, the letters come in and out not revealing the whole word in its entirety.
• Movement- text comes in one stanza at a time.
• analysis of how textual elements create an overall effect (or not); this discussion will be based on your descriptions of textual elements •
I think I might have addressed this in other sections…
• narration of how the text is experienced including an assessment of the overall effect/feeling of reading the work•
The literature throughout the work keeps the same pattern: 2 sentences, line break, one sentence (short- somewhat of an afterthought or similar to stage direction in a play), line break, 2 sentences, line break, 2 sentences, line break, one sentence, line break sentences (wraps up the story the- shows how the characters effect on another).
• Even though the circus tune evokes energy and happy childhood memories, the stories of the people and their interactions are sad, monotone, bland, and uninformative, therefore making the music satirical. However, circus life for the people in it is exactly like the literature presented. They are on display showing off their abnormalities… the circus isn’t as glamorous to them as it is to the spectator which can further play into celebrity/entertainment world theory.
• references to what other reviewers/critics have written about your piece or genre
• http://danerday.wordpress.com/2009/02/18/e-lit-example/
• http://nickm.com/if/montfort_dac_2009.pdf
TEXT
Mom-Roller derby Queen- Computer Programmer
Pilot- Torch Singer- reality show contestant
Rookie- Exhibitionist- Jeweler
Wild women-old man-parent
Psychiatrist- police officer- investment banker
Clown-college student- hooker
Media mogul- stand-in- labor organizer
REPETITIVE THEMES/PHRASES
• Day tripper
• Ruthless
• There were disagreements
• During the last ionic storm
• Felt abandon
• Emotions were expressed
• A long, long time ago
__________________________________________________________
Infinite Limits: E-Lit Example
February 18, 2009 at 8:24 pm | In Lightness | Leave a Comment
Tags: Storyland
The Electronic Literature example that best fits my analogy, emblem, and ideas on lightness is one called Storyland by Nanette Wylde. This E-lit example relates to Calvino’s ideals because it portrays his idea that meaning is conveyed through verbal texts that seem weightless and there certainly is a flexibility to the story. Storyland is a random narrative created to play with social stereotypes and elements of popular culture. Since each sentence is constructed from a variety of possibilities, allowing each reader a unique story, it relates to Calvino’s idea of weightlessness and flexibility. The reader presses the “new story” button, and a story is created at that exact moment and then it is very unlikely for any two stories to be identical. The flexibility of these stories is what makes it so like the ideas of lightness portrayed in my emblem and analogies because the light weight of the changing stories is just like that of wood floating on water or an individual water skiing. Also, since each story is never exactly the same, this E-lit relates to how each mass of wood is never the same nor is the way it floats. Even the process of water skiing can never be identical since each person has different abilities and weight.
To further explore this E-lit idea and make your own observations click here.
The ppg256 Series of Minimal Poetry Generators
Nick Montfort
Massachusetts Institute of Technology
77 Massachusetts Ave, 14N–233
Cambridge, MA 02139 USA
nickm@nickm.com
Nanette Wylde’s Storyland is a simple and amusing program to
randomly generate very short stories [16]. Talan Memmott’s Self
Portrait(s) [as Other(s)] assembles images and somewhat
authoritative-sounding curatorial texts from fragments, also at
random [17]. The effect of these two pieces would be entirely
different and significantly reduced if they were converted into
exhaustive programs that generated every possible combination
one after the other, making a slight change each time. The effect
of a random program can be like overhearing bits of a
conversation, perhaps a conversation that is most interesting when
only partially overheard. It can be more along the lines of meeting
a few people from a particular country and less like having
everyone from that country arrayed in an enormous gymnasium.
In terms of their poetics, random programs demand that an author
define interesting distributions over texts rather than simply
writing a single text that is appropriate.
Monday, April 5, 2010
Blog #14: Hello Summer
Unfortunately I am unable to post Hello Summer so it can be viewed right from Blogspot... but if you are itching to see the project in its entirety, you can download both the PowerPoint and the song and watch it at your leisure. I am sorry I am not computer savvy to make your viewing pleasure easier. :)
http://www.filefactory.com/file/b0h0bc7/n/Summer_Romance.ppt
http://www.filefactory.com/file/b0h0bcd/n/hediger343.mp3
http://www.filefactory.com/file/b0h0bc7/n/Summer_Romance.ppt
http://www.filefactory.com/file/b0h0bcd/n/hediger343.mp3
Wednesday, March 31, 2010
Blog #13: Hello Summer: Abstract
Inspired by the Dream Life of Letters, Hello Summer aspires to take on the same whimsical flash effects while telling a story. The literature is written to evoke the feeling of summer love, as fleeting as it may be, by using one or two word phrase poetry. The piece also incorporates visual images, which replaces text, put functions linguistically in place of it. By definition, Hello Summer can be classified as flash literature.
So, sit back and enjoy!
So, sit back and enjoy!
Monday, March 29, 2010
Blog #12: Hello Summer [update]
Nothing extreme to really report. I have began writing the abstract to the piece, changed the title from Summer Romance to Hello Summer, but have yet to incorporate my music due to time constraints and life. I really don't have any concerns at this point but I will when it comes time to upload the PowerPoint to make it accessible. Therefore, I would like to finalize everything by Wednesday's class in case I need assistance.
Blog #11: Map for Project 2
I don't really have a map for the project because I created it in PowerPoint and chose the animation as I went. Since I did a pre-presentation most of your saw how I approached my piece. However, I will post the literature just in case you want to read through it...
Endless summer, not a bummer, boy crazy, go crazy, too lazy…
Summer nights, late night, girl’s night- lip gloss, always floss
Clueless, strapless, aimless, sleeveless, necklace
Tight pants, stretch pants, sun dress, first glance- school dance? Slow dance.
Motivation, temptation, nice guy, nice try…
Eighteen, tangerine, cantaloupe, horoscope- good hair, comb your hair, beach hair, tan line, online, panty line
Bleached blond, red head, bed head, brain dead, make your bed, big date, fun shape-
Can’t wait- exfoliate!
Tight top, tank top, flip flops, nonstop, hot spot, hot pants, hot date, is it fate?!
Pick-up, kiss-up, kiss off, blow off, go-off, get-off. Wake up, cover-up, What’s up?
Drug-free, sugar free- free love, free fall, fat free, low fat, sun hat, ankle tat- low cal, so cal, clean cut- no morals, safe sex, first love, first time, last time, good time
Long board, short board, skate board, snowboard, soooooo bored, boardwalk
Love dating, hate waiting- stood-up? Shut up! put-down, get down, rebound, get lost
Talk’s cheap- what a creep! Control freak, sandy feet, sandy beach, out of his reach!
Nose ride, nose ring, mood swing, wild thing, he’s a fling, get a ring? Get a clue, back to school.
Endless summer, not a bummer, boy crazy, go crazy, too lazy…
Summer nights, late night, girl’s night- lip gloss, always floss
Clueless, strapless, aimless, sleeveless, necklace
Tight pants, stretch pants, sun dress, first glance- school dance? Slow dance.
Motivation, temptation, nice guy, nice try…
Eighteen, tangerine, cantaloupe, horoscope- good hair, comb your hair, beach hair, tan line, online, panty line
Bleached blond, red head, bed head, brain dead, make your bed, big date, fun shape-
Can’t wait- exfoliate!
Tight top, tank top, flip flops, nonstop, hot spot, hot pants, hot date, is it fate?!
Pick-up, kiss-up, kiss off, blow off, go-off, get-off. Wake up, cover-up, What’s up?
Drug-free, sugar free- free love, free fall, fat free, low fat, sun hat, ankle tat- low cal, so cal, clean cut- no morals, safe sex, first love, first time, last time, good time
Long board, short board, skate board, snowboard, soooooo bored, boardwalk
Love dating, hate waiting- stood-up? Shut up! put-down, get down, rebound, get lost
Talk’s cheap- what a creep! Control freak, sandy feet, sandy beach, out of his reach!
Nose ride, nose ring, mood swing, wild thing, he’s a fling, get a ring? Get a clue, back to school.
Friday, March 12, 2010
Blog #10: Brainstorming Continued
When I was referring to The Dream Life of Letters I was referring to the flash visuals. More specifically, how the letters and words entered and exited the screen. Also, how the piece is not interactive but completely visual. The reader needs to watch and experience as opposed to clicking haphazardly though a piece of literature. I guess I am also referring to Faith but not in the sense where the random words begin to create a larger meaning. There will be text but it will only serve a greater purpose to the overall theme... summer. Therefore, the text, the music, and visuals will come together to emphasis the concepts and elements of the summertime. The text will include lyrics that either complement or directly match the song playing, as well as include lines of poetry and words associated with the theme.
I don't really have a clue on the layout or mapping of the piece but I will be using Windows Movie Maker because I am quite familiar with the program having used it before. I need to start gathering the songs and literature to gain a better idea of how I am going to execute the project. I do want it to tell a story in a sense. Maybe highlighting the anticipation of summer to the sadness of it being over... considering this is something I emotionally experience every year.
I don't really have a clue on the layout or mapping of the piece but I will be using Windows Movie Maker because I am quite familiar with the program having used it before. I need to start gathering the songs and literature to gain a better idea of how I am going to execute the project. I do want it to tell a story in a sense. Maybe highlighting the anticipation of summer to the sadness of it being over... considering this is something I emotionally experience every year.
Tuesday, March 9, 2010
Blog #9: Project 2- Brainstorming!
Unfortunately I missed last Wednesday's class which I am sure covered the details of this project, but based on what I was present for and the assignment sheet provided, I have begun to make some decisions about the content and ideas of the second project.
I want the second project to mirror the intriguing visual elements of the Dream Life of Letters. However, I intend to put my own twist on it. I would choose a thematic such as, seasons, birthdays, love, or summer and provide visuals as well as literature that describes that theme. From there to enhance the flash aspect of the piece, I would incorporate music that would also contain elements of the theme. Using either Power Point or Windows Movie Maker (both, which I am familiar with), the project would come to life. Ultimately, it would take on the idea of a slide show but with speed and purpose. Similar to the boat ride in Willie Wonka but without the bugs and snakes!
I want the second project to mirror the intriguing visual elements of the Dream Life of Letters. However, I intend to put my own twist on it. I would choose a thematic such as, seasons, birthdays, love, or summer and provide visuals as well as literature that describes that theme. From there to enhance the flash aspect of the piece, I would incorporate music that would also contain elements of the theme. Using either Power Point or Windows Movie Maker (both, which I am familiar with), the project would come to life. Ultimately, it would take on the idea of a slide show but with speed and purpose. Similar to the boat ride in Willie Wonka but without the bugs and snakes!
Monday, March 1, 2010
Blog #7: The Scavenger Hunt!
Abstract:
The Scavenger Hunt can be classified as a hypertext. It is an interactive literary piece that explores the possibilities of the Internet and literature. The game is played just as it would be played in a real life environment. The text, links and "The List" provide subtle clues to aid the reader throughout his/her journey, but could also set them astray if not careful. It is imperative to pay close attention to the text because links are hidden and paths do diverge. In essence, the game is created to help the reader win,as long as they engage in the hypertext.
To Play:
https://sites.google.com/site/thescavengerhunt234/
The Scavenger Hunt can be classified as a hypertext. It is an interactive literary piece that explores the possibilities of the Internet and literature. The game is played just as it would be played in a real life environment. The text, links and "The List" provide subtle clues to aid the reader throughout his/her journey, but could also set them astray if not careful. It is imperative to pay close attention to the text because links are hidden and paths do diverge. In essence, the game is created to help the reader win,as long as they engage in the hypertext.
To Play:
https://sites.google.com/site/thescavengerhunt234/
Monday, February 22, 2010
Blog #6: Hypertext Mapping
So I have all the literature written and the layout of my hypertext created. However, I have yet to design and integrate my work and ideas in Google Sites. I am definitely sticking to my Scavenger Hunt idea. Based on the last blog, I have made some adjustments.
I currently have ten screens and 13 links. Each of the ten screens represent a list item, which is located on screen one. The second screen contains three links which take the reader on three separate paths, each containing another three screens. The last screen of each set of three will loop the reader back to another path, one they have yet to explore. In theory and on paper this seems to work, but putting it to the test will be another challenge. With this layout, the reader will only be able to explore two of the three paths without starting over. I can either add another link to the last three screens or keep it as is to induce frustration, just as every hypertext does.
I don't want to give to much away about the content of the piece for obvious reasons and spoiling purposes. But it pretty much takes on the effect of a Scavenger Hunt. There is a list of items to be found, clues along the way and embedded in the text and links, and a twist to keep you guessing as well as to appeal to the true hypertext readers. Hopefully, they will approve.
I currently have ten screens and 13 links. Each of the ten screens represent a list item, which is located on screen one. The second screen contains three links which take the reader on three separate paths, each containing another three screens. The last screen of each set of three will loop the reader back to another path, one they have yet to explore. In theory and on paper this seems to work, but putting it to the test will be another challenge. With this layout, the reader will only be able to explore two of the three paths without starting over. I can either add another link to the last three screens or keep it as is to induce frustration, just as every hypertext does.
I don't want to give to much away about the content of the piece for obvious reasons and spoiling purposes. But it pretty much takes on the effect of a Scavenger Hunt. There is a list of items to be found, clues along the way and embedded in the text and links, and a twist to keep you guessing as well as to appeal to the true hypertext readers. Hopefully, they will approve.
Wednesday, February 17, 2010
Blog #5: Exploration of Google Sites
I began by clicking on the link for Someone Story on the class blog but that brought me to Once Upon a Time. As instructed I read through the text and played with the internal links. From there I checked out Steegle.com which I found helpful but not. Since I really didn't know what I was doing, looking for, or creating it was difficult to navigate and find information that could help me. However, I feel once I am better educated on how to use GoogleSites and how to create a hypertext this site will be insightful and my go to.
Somehow I made my way to GoogleSites and created something... a website perhaps? I am not sure. However, it has a name, and the layout is similar to Once Upon a Time, so I am assuming I am on the right track. I would like just a basic tutorial of the site so I have a better idea on how to approach it. I am a visual learner, so I know if I watch someone else navigate about and illustrate that, I'll have a better idea of how to use it myself.
Somehow I made my way to GoogleSites and created something... a website perhaps? I am not sure. However, it has a name, and the layout is similar to Once Upon a Time, so I am assuming I am on the right track. I would like just a basic tutorial of the site so I have a better idea on how to approach it. I am a visual learner, so I know if I watch someone else navigate about and illustrate that, I'll have a better idea of how to use it myself.
Blog #4: My Hypertext
So after careful thought and last week's class discussion, I have officially decided on the literature aspect of my hypertext. My hypertext is going to be titled The Scavenger Hunt. Obviously the text and the literature are going to mirror that of a scavenger hunt. I have already created my opening scene which contains the description and the rules of the game. However, I wrote it in such a way that it can also be applied to the way we approach electronic literature as a whole. I have also begun to create a list which is imperative to the game both in reality and in the World Wide Web. The list is still a work in progress. I was aiming to include ten items that contain double meaning and play off the idea of what electronic literature isn't. But the more I think about it, it might be too obvious and ultimately contradict my purpose. So now I am thinking about maybe providing three items and making them the links. As for the following text, I was contemplating writing from the perspective of the item that is being search for or from the perspective of the searcher. Also, I want to try to make the internal links significant but might have trouble doing so since I don't want to turn this into Twelve Blue.
As for the technological end of the hypertext, I am really unsure how to approach the construction of it all. I have messed around on Google Sites a bit but it is really foreign to me. I am hoping we can explore it more as a class. I feel, however, once I obtain a stronger understanding of the site The Scavenger Hunt hypertext will fall into place.
As for the technological end of the hypertext, I am really unsure how to approach the construction of it all. I have messed around on Google Sites a bit but it is really foreign to me. I am hoping we can explore it more as a class. I feel, however, once I obtain a stronger understanding of the site The Scavenger Hunt hypertext will fall into place.
Friday, February 12, 2010
Blog #3: My Three Electronic Literature Choices
FINALLY! The Electronic Literature Volume 1 is up and running!
After intensively searching the pieces of "literature," I have found three that I like and would want to spend more time exploring.
1. Stud Poetry- I think it is genius to remove the numbers on the cards and replace them with words. Even though the game still follows the rules of poker the literary twist almost reinvents it completely.
2. Inanimate Alice- The piece is the most visually stimulating and I like how it is told from the perspective of an 8 year old. Children bring forth what adults lack- innocence, purity and truth- which seems to be prevalent throughout the piece. Even though the literature is basic and simplistic the story is powerful.
3. Storyland- There is something simplistic yet intriguingly complex about Storyland and I want to explore it further.
After intensively searching the pieces of "literature," I have found three that I like and would want to spend more time exploring.
1. Stud Poetry- I think it is genius to remove the numbers on the cards and replace them with words. Even though the game still follows the rules of poker the literary twist almost reinvents it completely.
2. Inanimate Alice- The piece is the most visually stimulating and I like how it is told from the perspective of an 8 year old. Children bring forth what adults lack- innocence, purity and truth- which seems to be prevalent throughout the piece. Even though the literature is basic and simplistic the story is powerful.
3. Storyland- There is something simplistic yet intriguingly complex about Storyland and I want to explore it further.
Wednesday, February 3, 2010
Blog #2: "FAQ about Hypertext"
"FAQ about Hypertext" simply confirms that electronic literature takes on many types of interpretations. Even though "Hypertext" is accredited to Alan Richardson, many critiques seem to disagree on the history and the purpose of the text. Ultimately, "Hypertext" makes you think. It is designed like a game in which a code is needed in order to solve the riddle...
With that said, "Hypertext" seems to be about a variety of things. The simplest interpretation is that it is "a poem with a simple kind of word game." However, others chalk it up as a transsexual confession, a "popular interpretation" of social media references, or an ode to Star Trek. Personally, I think it is about whatever you want it to be about. It all depends on how you read, interpret, and play the text.
In order to understand and "get" "FAQ about Hypertext" one needs to have a general understanding of Electronic Literature, technology/media, as well as an open mind.
With that said, "Hypertext" seems to be about a variety of things. The simplest interpretation is that it is "a poem with a simple kind of word game." However, others chalk it up as a transsexual confession, a "popular interpretation" of social media references, or an ode to Star Trek. Personally, I think it is about whatever you want it to be about. It all depends on how you read, interpret, and play the text.
In order to understand and "get" "FAQ about Hypertext" one needs to have a general understanding of Electronic Literature, technology/media, as well as an open mind.
Monday, February 1, 2010
Blog #1: Tweleve Blue Reading Analysis
Prior to beginning my journey of Twelve Blue I reminded myself of what not to do when exploring Electronic Literature. It is difficult to break old habits, such as trying to interpret or analyze what the author is trying to say or express, but I gave it my best.
I began the journey by simply navigating and reading the text as it appeared on the screen after hitting the BEGIN button on the left hand side. It was clear that some pieces correlated and were referring to the seasons and months as well as the color blue. Then other texts referenced teas parties and young girls. Eventually, this approach ended because the text ran out and there were no more internal links to click on. Undoubtedly, this left me searching for more.
My second navigation of Twelve Blue really had no rhyme or reason. I began by clicking on the number two on the center screen. As I began to read the text and click the internal links, my eyes shifted to the columns that contained the lines in an assortment of colors. That is when I realized the lines were also links that brought you to other passages. To experiment with this discovery, I began clicking on the same line over and over again which provided me with a more cohesive storyline about Samantha and Beth and their parents. After reading several passages, I explored other line colors to find that different storylines surfaced about completely different topics or offshoots of the Samantha and Beth storyline.
From what I have gathered, I can only theorize the "purpose" of Twelve Blue. Based on the visual representation of the lines on the main screen and how they appear when exploring through the text, the layout and path of the lines provide related story passages. Also, twelve different lines are provided, one for each story perhaps. In addition, the number twelve is prevalent throughout the passages, such as referring to the twelve months of the year. So then maybe each line represents a month? Furthermore, this could also be said for the color blue. Every single passage, regardless if the content is related to the following or previous passage, the color blue or a variation of the color is mentioned. How the color blue and the number twelve relate, no idea. However, together they make up the title: Twelve Blue. Ultimately, what this all means, I don't have the slightest... but it is fun to try to put the pieces of the puzzle together.
I began the journey by simply navigating and reading the text as it appeared on the screen after hitting the BEGIN button on the left hand side. It was clear that some pieces correlated and were referring to the seasons and months as well as the color blue. Then other texts referenced teas parties and young girls. Eventually, this approach ended because the text ran out and there were no more internal links to click on. Undoubtedly, this left me searching for more.
My second navigation of Twelve Blue really had no rhyme or reason. I began by clicking on the number two on the center screen. As I began to read the text and click the internal links, my eyes shifted to the columns that contained the lines in an assortment of colors. That is when I realized the lines were also links that brought you to other passages. To experiment with this discovery, I began clicking on the same line over and over again which provided me with a more cohesive storyline about Samantha and Beth and their parents. After reading several passages, I explored other line colors to find that different storylines surfaced about completely different topics or offshoots of the Samantha and Beth storyline.
From what I have gathered, I can only theorize the "purpose" of Twelve Blue. Based on the visual representation of the lines on the main screen and how they appear when exploring through the text, the layout and path of the lines provide related story passages. Also, twelve different lines are provided, one for each story perhaps. In addition, the number twelve is prevalent throughout the passages, such as referring to the twelve months of the year. So then maybe each line represents a month? Furthermore, this could also be said for the color blue. Every single passage, regardless if the content is related to the following or previous passage, the color blue or a variation of the color is mentioned. How the color blue and the number twelve relate, no idea. However, together they make up the title: Twelve Blue. Ultimately, what this all means, I don't have the slightest... but it is fun to try to put the pieces of the puzzle together.
Wednesday, January 27, 2010
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