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In honor of the last day of class...
Please have your sound on
T15: WHEN TECHNOLOGY FAILS...
Framing Questions: Technology surrounds us, but what happens when it fails? What happens when it is simply not enough to create equity?
Now that I’ve finished the Kafer reading, I can honestly say that I didn’t really like it. I understand the idea of the cyborg now (and I understand that vagueness is just part of the concept), but the whole thing just rubs me the wrong way. I don’t like how some types of people can be considered cyborgs without any explanation, but others need paragraphs and paragraphs of explanation. I don’t like the history of the concept, specifically in relation to Kline and Clynes. I understand that there’s a level of defiance and strength in reclaiming that concept under “feminist, crip, or queer” meaning, but it still bothers me. Maybe if I read more sources and opinions about the concept, then it would warm up to me. The class discussion might end up warming me up to the concept, even...
But now to get onto the blue screen of death. Meany’s article was interesting, though the main message was pretty clear from the third paragraph. I understand that the blue screen is just an error screen that warns you, but it always warns you of bad things, so I can’t help but be frustrated when I see it. I’m sure Meany gets that though.
Having just read Mohapatra’s article about indigo and the dyeing process (I write these reactions separately from one another - I read the Kafer reading a few days from now), I’m a little confused about how it connects to the other articles and to the framing questions. The article was interesting in that it felt like a raw, stream-of-consciousness style piece, but of course, given the subject matter, it felt sad.
When technology fails, as Meany says, we need to do what we can to fix it as creators and users of technology. Usually, there is some way to fix and improve it. As time goes by, humans become more and more tech-savy, which makes me think that as humans, we can do almost anything through technology. I think that when technology fails, and there is absolutely no way around it, we need to be capable of living and growing without technology’s aid. It’s important not to rely on technology, no matter how old you are or what occupation you have. We need to be able to utilize technology, but we cannot let it control us.
T14: MINDFUL EDUCATION
Framing Questions: How are these episodes connected? As teachers can we use popular culture to engage these abstract topics of violence and vulnerability?
I am honestly so sick of the Kafer reading. The cyborg metaphor sounded interesting at first, but the fact that there are so many problems makes it seem not useful to me. The fact that it’s so vague is what bothers me the most. People give examples of “cyborgs,” and then other people criticize those examples, saying that they’re not actually cyborgs. If the definition of a cyborg was more clear, then maybe people would have less of an issue with identifying “real” cyborgs.
I understand that this theory is a good way to talk about the disabled community, but there have got to be other, less vague ways to talk about people with disabilities.
Maybe I’m being too harsh, but I just finished this week’s reading less than five minutes ago, so my frustration is fresh...
BUT now I want to talk about the fun, non-frustrating part of this week’s trainer. Before I start though, here is my relaxing GIF.
So I’ve never seen Steven Universe before, but I really liked this episode. It was easy to follow even though I’ve never seen it before.
I can definitely relate to the theme of feeling bad about something and trying not to think about it. Of course, when you try not to think of something, you always end up thinking of it, which is really frustrating. As for the subject of vulnerability, I liked how openly emotional the characters were. I understand that Steven and Connie are children, but it was interesting seeing them express exactly how they were thinking and coming to terms with those feelings. The song that they and Garnet sung was helpful in expressing that mood because singing can be a vulnerable artform.
As for the Legend of Korra episode, I’ve already seen it! I love LoK, specifically the last two seasons (seasons one and two were a bit too romance/drama-based for my tastes). Korrasami forever.
It was good to rewatch this episode, and honestly, I kind of want to rewatch the entire series now... This episode was similar to the Steven Universe episode in that it was about Korra coming to terms with her feelings and becoming comfortable with herself again despite the past. Like Steven and Connie, Korra has to move on from what she has gone through so that she can learn to defend herself once again.
Both episodes address violence, which are touchy subjects for educators. Whenever a teacher shows something with violence, they run the risk of trouble with parents or school administration. Despite that, I think that these episodes, particularly the Steven Universe one, are appropriate enough for school. They use violence as an excuse to talk about other series issues, like vulnerability.
T13: BREAKING THE RULES OF THE GAME
.Framing Questions: In what ways does Kim’s work break the sound barrier? Did you unlearn something in the process of watching her work?
Kim’s work is about sound, but it doesn’t rely on sound completely. Deaf people, like herself, are able to participate in and enjoy things like Game of Skill 2.0, just like how people who can hear and are unfamiliar with ASL can watch Face Opera. I think before learning about Kim’s work, I would have assumed that deaf people on principle would not work with sound in their art. Obviously, that assumption is wrong.
I think the fact that I experienced Game of Skill 2.0 on video rather than in person is a real shame. The video was interesting to watch, but I felt very disconnected from what was happening. Experiencing the piece in person would be a whole new and different experience.
As for the Kafer reading this week: The cyborg metaphor seems to be easily misunderstood and misused. I understand that Kafer likes this fact and thinks it works in favor of the concept, but I don’t really get that. I don’t really know how I feel about the cyborg now, and I hope that the last two sections of this reading will help me to build a conclusion.
Elite 2: Indesign
Punny Birthday Parties
T12: TAKING/LOSING CONTROL
Framing Questions: What happens when we lose control? Where does the pressure to be in control come from?
The pressure to be in control comes from a need for stability and direction. If you don’t know what you’re doing or where you’re headed, then it can be scary. If I’m working on a project in a group, then I oftentimes like to take control and be the leader. When somebody else has already designated themselves as the leader, and I know they are very capable, then I can usually relax.
This week’s section of the Kafer article was a lot more confusing than previous weeks have been. I feel like since I haven't read Haraway’s original manifesto, I’m missing some key details. Despite that, what I did understand was relatively interesting. Also, I had no idea that the word “handicapped” was outdated/wrong... I thought it was interchangeable with the word “disabled,” but I guess now I know.
“Landscapes” by the Shadowlight Artists was really interesting. I liked the feeling of depth within the fake landscapes. I’m curious as to how that was achieved... was it just layered greenscreen and transparent background footage? I also liked the gentle sound of waves in the background because even though there were no beach scenes, the sound made everything feel nice and relaxing. I’d be interested to see more of the group’s work.
T11: CTRL + Z
Framing Question: One of the most overlooked communities is the disability community. What role can media technology play in reshaping the way we think about dis/ability?
prompt: look at the GIF work by blind artist George Redhawk, then write a description for one of his GIFS (https://plus.google.com/+DarkAngel0ne)
This week’s section of reading was more accessible than last week’s, as Alison Kafer used a lot of easy to understand examples (i.e. disabled athletes and Christopher Reeve) to illustrate her points.
I’m glad that Kafer addressed sci-fi and fantasy cyborgs and explained them as completely separate from what she was talking about. Because of shows and comics (like Teen Titans), the word cyborg reminds me of superheroes and people with super-human abilities. Kafer’s article is more concerned with cyborgs as people who are connected to and perhaps dependent upon technology, which is important to note, especially when it comes to applying themes like feminism and dis/ability to the subject.
I think that the most important point brought up was that even when we can make high-tech cyborg-like technology for disabled people, that does not mean a lot of disabled people will actually have access to that technology. These technologies will be super expensive to develop and maintain, and the reality is that many disabled people live in poverty. While a lot of disabled people may be interested in this high-tech equipment, but a lot of them will be able to afford and use it.
To answer the framing question, media technology can be used to normalize disabled people (from the able-bodied perspective), but like Kafer said, it can also be used to further distance disabled and abled people. I think we just must be careful with the technology as an entire group so that it does not end up abused.
I’m writing this part of the response immediately after playing Blindscape, so it’s very fresh in my mind. Even though the story and gameplay were both relatively simple, the game was really fascinating. I have the desire to share it with my two closest friends and maybe my mom.
I played the game originally with my eyes open, but after the second doorway, I figured it would add to the experience to have my eyes shut (which it of course did). I tried not to think about how silly I looked to my roommate across the room...
Like I said, the gameplay was simple, but I don’t think that took away from the experience. If finding the doors and walking closer to the sounds were made any harder, I might have been put off from the game. Similarly, there was a good variety of sounds present in the game.
My only wish is that the game was longer. I would love for there to be multiple chapters (which you could come back to like a book or TV series) or more context to the story. I get that the narrator character lives in a world that has outlawed forms of expression and art (like music and movies), but I want to know more. It feels like the game I played was a trailer for something bigger.
Overall though, I really liked Blindscape. It’s something I’ll probably come back to and replay in the future, so I’m going to keep the app downloaded to my phone.
here is the link for if that GIF doesn’t move: (x)
Moving on to George Redhawl’s artwork, I specifically looked at the GIF above.
The best way for me to describe this GIF is that it is the head of a bearded man who is made of what looks like sand. Small elements of the image move, but the overall appearance of the man never changes. It looks almost like his beard hair is growing, and the top half of his head is separating into rock-like formations. The top right corner of the image looks like an aerial shot of the desert or the moon. One interesting thing about this image is its selective use of color. Most of the image is black, white, and gray, but salmon/peach and sky blue are both present. I’m really curious as to how this image was created, especially since the artist is blind.
T10: WTF IS MEDIA PERFORMANCE?
Framing Question: How do you understand media performance to be different from other live performances?
Media performance is different from other types of live performance because of what exactly the viewer focuses on during the performance. Oftentimes, there is a lot more going on in media performances than in other performances, from sound, music, still image, moving images to the human performers. This is not to knock other types of performance, which can be wonderful and intricate in their own ways.
There is also a level of modernity to media performance that does not show up in some other types of performance. A lot of successful media performances feel futuristic and highly technical like they shouldn’t even be possible.
The video performance, S/N by Dumb Type, was really different from what I’m used to. Like a lot of other performance art, this piece seemed to have a lot of hidden meaning. Trying to read the blurry, scrolling text on the top of the screen (in the beginning of the video) gave me a headache, so I just focused on the other text and the performers. Also, the description of the video on epidemic.net really confused me... so I’m really glad that we were given the Furuhashi Teiji interview to read as well. It was interesting learning about how Dumb Type was thought of and what types of issues the group likes to incorporate into their work. I like that they make things political and that they want to challenge the status quo in the world, but specifically in Japan. Also, the fact that he said words were not very important to Dumb Type’s artwork made me feel better about not being able to read a lot for S/N. (Though given the amount of text used, I feel like this piece might be an exception...)
Kafer’s “The Cyborg and the Crip,” has started off kind of confusing (like all of the other readings have), but I’m sure that it will become easier to understand as I read more of it. I’ve never really heard of the idea of a cyborg being used in the context of feminism or disability, and I honestly just think of the Teen Titans character when I see the word, but I’m interested to read more.
T09: PRESS START TO CONTINUE?
Framing Question: What assumptions does Anthropy challenge about the relationship between video games and education?
Anthropy raised some interesting points in the second half of her article. Specifically, the information about the video game industry stood out. I had heard about long hours and low pay in relation to video games (as well as in relation to Japanese animation) in the past, but I didn’t know that employers specifically highered workers who they felt could be manipulated into working overtime and expecting poor working conditions. That’s immoral on so many levels, and it sounds kind of illegal, specifically for the United States. As for the relationship between video games and education, Anthropy challenges the idea that video games can only be made by the big, wealthy companies. The author states that anyone can learn to make a game, and she would clearly support the idea of teaching game making in schools. Also, I just wanted to address this one point: I understand the game controller argument, but I feel like it’s a pretty big stretch. Game controllers seem complicated when you first look at them, but within just a few minutes of play, most people understand how they work. Many games only really require you to use a few buttons at a time and have tutorials, anyway. One last thing... I couldn’t get the game to work. I just get a screen prompting me to play other games on the site. I don’t know if I’m just missing the button or if there’s an issue with the site/my computer/both my browsers.
T08: THE PROBLEM WITH VIDEO GAMES
Framing Questions: What assumptions did you have about video games coming into this class?
I love video games. I’m not the type of person to spend all my free time on playing games, and I only really play 3DS and PC games, but I can say that I genuinely love some of the games that I’ve played. The games I gravitate towards tend to be story-based and fairly simple to compete. Games like 999 and the rest of the Zero Escape series, which are like novels paired with visuals, music, and logic puzzles, are my favorite. That said, when I started reading Anna Anthropy’s article, in which she bashes games for their lack of variety, I got a little defensive.
Her claim that most games are just about men shooting other men bothered me because I hate shooter games. I wanted to say no, absolutely none of my favorite games are like that, but then I remembered that while my favorites don’t necessarily involve guns, most of them do have some element of combat or violence (i.e. military campaigns in Fire Emblem, Pokemon battles in Pokemon, mysterious murders in Zero Escape, etc.). The same thing goes for Anthropy’s claim that most game protagonists are male - at first, I thought I could name a bunch of exceptions, but then I realized that I couldn’t).
Moreover, as I read Dorothy R. Santos’s article, I was reminded that many of my favorite games perpetuate gender stereotypes and simply don’t feature well-written female characters. I don’t think I’ve ever played a video game with a human character outside of the gender binary, either.
Anthropy’s final point in criticizing games, which is that they are mostly written and produced by large groups of educated men, is something that I was able to accept immediately. Games, especially fun and good-looking ones that appeal to a lot of people, take a huge amount of time to create, and having bigger groups of people focused on one final product makes those projects take less time. So in that way, I understand why many games do not have the type of personal feeling that other forms of art have.
Just because I understand why games are made like that does not mean that I want things to stay the same, though. I think it would be great if we got more unique games from different perspectives. Game Maker games tend to look less polished and involve less gameplay than the ones made by companies, but they also tend to have some of the most interesting and real subject matter.
Just some context for the GIF: It started with this image, which I created in my sketchbook and then edited with the basic photo editor on Windows 10
T07: Glitch, Plz!
Framing Questions: What connections did you create through the reading and it’s format? How is learning different through Twine?
I think it is important that the Wolfgang article, which is about the modern concept of glitch art, is written in a modern, online format. The message would have been fine in a normal scholarly article journal format, but I think that this format really makes the message stronger and clearer. I like that you can click links within the text and that images and GIFS can be displayed. You can choose when and if you want to click on a link to learn about a new subject, and you can always go back to the beginning. It’s kind of like a game. I kind of wish it was longer, though.
I would definitely classify Queers in Love at the End of the World by Anna Anthropy as a twine game. I like the idea of only having 10 seconds to read and make decisions (the meaning would be lost without that time limit), but I would also like to read all of the options separate from gameplay. I’m curious about what bits of story exist in the options that I either didn’t pick or didn’t read fully.
Twine is an interesting tool, and I kind of want to play around with it myself. It reminds me of those Choose Your Own Adventure books that I read in elementary school.
I didn’t really know what to do for a selfie-gif-message, but this is what I came up with.