Posted by: zerostumbleine33 | December 8, 2010

Culture Jamming Final Product

The final project can be found at this site:

Posted by: zerostumbleine33 | December 7, 2010

Portfolio Reflection

Goal: to reflect on your processes as readers and writers as you read, write about, and discuss the texts of the course: published work, peers’ writing, and your own

I really enjoyed being able to peer review other groups, and to learn how to write a peer review letter that was professional. I think that type of composition is important and it is a good skill to know how to write. Reviewing also involved taking in the suggestions of my peers, and applying them to my group project, in order to make a better video.

However, the one aspect of this course that did not work very well, was the group work. I know my group started out with many problems but even after many of them were resolved and we were on the right track, we never were able to settle into group “roles”. I felt like I spent a lot of time working alone on this project and that without a group “leader”, there was no one to give out duties. This turned out to be a large problem when something needed to be done and only a few people took the initiative to work on it. This is an issue that most groups run into;  however since our project was so large, it turned out to be extremely overwhelming. I don’t think it is fair that certain members get credit for a final project that they did not contribute to at all. I would sent out multiple emails asking for people do to a task and it continued to be myself and one other group member who would step up. I feel that was a large failure of this class, since so much was based around group work and I don’t think I learned anything except that I hate group work. It didn’t help me learn to collaborate because other people were never in-contact and didn’t offer anything to the project. This class started off being one of my favorite classes ever, but I felt alienated once we were told we couldn’t go to the professor for help if there were problems within the group.  There was a project that needed to be done, so we did what we needed to complete it, but I don’t think it was fair in any way. If I had been in any other class, the group members who did nothing to contribute, would have received separate grades that reflected that. I don’t think it correlated to a “real world” experience either, because if I didn’t do what I was supposed to at work, I wouldn’t still have a job.  If I called in sick to work for a day, I wouldn’t get paid. I thought it allowed for group members to make excuses to not help out, and then to skate by with a good grade in a course. Whereas the members who worked hard, spent hours upon hours compensating. I don’t think that is fair at all, particularly since we are all busy students with other courses.

I enjoyed our project topic, but I think it could have been more clearly described if we’d have more input and participation from all our group members. I am still proud of the final project though, and of all the media pieces created from this class. I took this class because it was truly something that I had a great interest in, and I enjoyed being able to make my own pieces and learning to use new technologies or revisiting old skills with programs that I used years ago.  I only wish the group project had not been such a negative experience.

Posted by: zerostumbleine33 | November 20, 2010

Peer Review

After looking over the peer review responses, I have a much clearer idea of how we need to edit our project. After watching it through several times, as a group, we did decide to switch around parts of our project, to show the Levi’s commercial before we introduced “Culture Jamming” or memes. I think this will work much better, to allow the audience to first see and hear the original commercial, introducing theme to “Meme A”, before we begin to counter it.

Another suggestion, that is a very important one, is to leave our text on screen for longer periods of time. This makes more sense, to allow our reader to fully digest the information and process it. We also plan to use pre-made images in photoshop, that can be larger and cleaner than the simple “add text”f unction in Windows Movie Maker. This will also help with a usiblity issue we had, with the text being too small and blurry for the reader. 

By fixing these things, the message our of piece will be more clear and the reader/viewer will have more time to fully understand our argument.

Posted by: zerostumbleine33 | October 13, 2010

Forming of a Project Pitch

To start with my pitch, I began thinking of ideas on what kinds of topics I would be interested in researching. Multimodality offers a unique way of presenting topics, and in my opinion, a much freer and clearer way than simple text articles or journals. I began to think of my own experience with multimodality and uses of the internet and programs. I came to the conclusion that most of my time on the internet was spent looking for amusing things, watching youtube videos, and talking to people. The culmination of those things led to me ask a “how” question, on how the internet allowed groups of people to collectively enjoy much of the same things online. Outside of online gaming or message boards, the idea that images can spread so quickly from one part of the world to another, really interested me. I can see a funny youtube video, send it to my friends, and that is the extent of it. But then you think of a person in Belgium, who is doing the exact same thing. If the internet connects us in so many obvious ways (email, facebook, youtube), in what other subliminal ways are we becoming more connected as one global society? In that way, I decided Iwanted to look at how humor connects us all.

I formed my project using the idea that as a study, done formally, we could investigate the scale of this and look at the age demographics of internet humor. By putting this idea into a format of a formal study, I thought that it would be an interesting addition to Kairos. While intenet humor itself may seen as a more frivolous use of time, I think a study on it could yield more information that would be helpful in the overall study of global internet trends. I also was attracted to this idea, because upon further research, I haven’t seen many other articles or journals who have covered this topic, and I liked the idea of investigating something new.

The pitch proposal come together more solidly when I knew that I wanted to submit this work to Kairos, and that to do that, I could utilize so many programs and take the research outside of the computer itself by asking people their own opinons and taking surverys on various demographics.

In this way, the project became more fleshed out, with the ideas of how application and use of the final product.

Posted by: zerostumbleine33 | September 29, 2010

Literacy Narrative Final

Posted by: zerostumbleine33 | September 25, 2010

Submission Values

1) The journal submissions page for Kairos doesn’t have set guidelines, stating what each piece should contain, but it has a general rule that the submissions should explore the uses of the internet as a publishing medium. This differs from our class set of criteria, that is laid out very strictly and does not exactly specify that the piece be a multimodal composition that utilizes the internet.

2) C&C’s submission page specifies that the submissions be nonlinear, and that they also utilize the internet. It is also more specific in asking that hypertext be utilized, along with digital video and audio. What their submission guidelines also contain, is a list of what should NOT be submitted, which is different from our class criteria. Our class criteria also does not give examples to use or ask for specific programs to be used in making multimedia.

3) The JUMP submissions page had no criteria to go by or to compare to our criteria. However, our criteria in general seems be to missing some guidelines in terms of structure, or for what criteria we would exclude (such as a paper in word).

Posted by: zerostumbleine33 | September 25, 2010

Evaluative Criteria

I think that the list that makes the most sense to use is the one that my group came up with in class. It breaks things into categories, so that the criteria makes sense. It can be applied to many kinds of works, because of this, and it doesn’t just require that the word be scholarly media or just digital media. This list can apply to a mixture of both kinds of multimedia, and is a quick and easy reference to use for judging criteria.

1) Purpose
• How
• What
• Why
2) Content
• Creative Realization
• Does the form fit the content?
• Quality of Media
3) Audience
• A text that connect with you as a group/audience
• Reader-friendly
• Usability is appropriate to the audience
4) Organization
• Organization of ideas should be clear to reader and relevant to the purpose
• Clarity of argument, if there is one, and backing up your argument

Posted by: zerostumbleine33 | September 19, 2010

Values and Criteria Analysis

1) In applying the three heuristics (content, web-based allowances, and  emerging conventions) , I found that some were helpful in evaluating the text, while others were not. The video I chose to apply them to was Ore Lavie-Her Morning Elegance, in the simplest of contexts, a music video. The content of the text does not incorporate documentation to support an argument, rather, the argument itself is a static thing, unique to each viewer of the video. However, the author does employ a method that is acceptable in the field, as it is a video that contains sound, lyrics, and meaning. It contains no nodes, and no formal arguments, but the content of the text establishes a tone of the story being told.

In terms of web-based allowances, the video is unique in several ways. While it does not contain any navigation options for the users, there is another layer in which it does do that. The video uses different modes of navigation to tell the lyrics in the song. The form exemplifies the lyrics by presenting them in a unique way, with the visuals of the girl who is sleeping but moving through different scenes using stop-motion filmography. The text is a great example of multimodal media due to the incorporation of several modes. The sound and music itself, along with the text, tell a story that is only amplified by the video accompanying. The video may allow a user to take on a new meaning, that perhaps the lyrics alone wouldn’t do. It is in this way that the piece is multi-navigational.

The text does not fit into many of the categories for emerging conventions, other than incorporating visual elements, which are an extremely important aspect of this piece. In all othe ways however, it has no nodes to move through or links to navigate.

2) The “This is Scholarship” piece functions in some similar ways, and in some very different ways from the prior piece discussed. The content presented is very straight-forward, with images, screencaptures, and text-only screens, that establish the goals of the piece very clearly. The text also uses documentation to support it’s thesis and this makes it a powerful and believable video.

In terms of web-based allowance, it fails in the same ways that the previous piece does. As a video, it doesn’t allow for multiple nodes or links to new pages. It is a video that doesn’t contain many options for multinavigation. However, it succeeds in examplifying the content perfectly. It uses sound bites, text, images, video, and animation to show many of the popular forms of multimodal media.

The emerging conventions of this piece are part of it’s theme. The text does a good job of incorporating visual elements to tell its story, and using them also as reference materials to back up their argument. Again, while this piece does not contain nodes or ways to link through the text, it does a good job as a video in exemplifying the idea of multi-modal composition.

3) The most relevant concepts/terms/questions from the heuristic page

Posted by: zerostumbleine33 | September 17, 2010

Revise literary narrative

I chose my literary narrative to be about first learning how to play violin as a child. If I had to redo this literary narrative, I would tell it with more details. I also would describe how the progression of learning typically goes with music lessons.

In terms of the presentation itself, I would most likely have violin music in the background, to accompany my story.

Posted by: zerostumbleine33 | September 10, 2010

3 Examples of Digital Media

1) The first piece of digital media that I found particularly interesting is the Smashing Pumpkins music video for their song Thirty-Three.

The text of this song is extremely relevant to the video. The video was filmed with the intention of each line being portrayed literally. For the line “I know I can’t be late”, the image is a girl who looks like Alice (from Alice in Wonderland) with the white rabbit. In this way, the text is emphasized, and each lyrical line takes on a meaning of its own. Another example of a very literal portion of this video is in the line “mysteries not ready to reveal”, with an image of women in covered clothing. The element of this video is also a very important part of its message. The video was not filmed with a video camera, but was filmed in stop-motion, with photographs instead. This instead gives the video a vintage feeling to it, as well as a certain shakiness.

2) The next piece of digital media, called Testosteros is also a video, but in a completely different form. It is video comprised of digital clippings from different animated sources, put to a song.

The video begins with an animation sequence, depicting molecules until it forms the molecular structure of testosterone. The title of the video is a play on the actual content, as it is a very adrenaline-filled song, accompanied by high-action animation sequences. This video also has a very specific audience, while anyone can enjoy it for its high quality; it is mainly targeted at people who have seen the various animation shows that comprise it. The emphasis of this video focuses on interesting or funny fight scenes, with spot-lighting done to highlight certain characters or action sequences. Some scenes are put into grayscale, with only the main action being shown in color, in order to frame the important part of the scene.

3) The last example I found is an interesting mix of several things. It has no title, but would commonly be referred to as a macro.


It is comprised of several multimodal texts. The first are the actual words on the images. The text is the most obvious part of the image, and it is a play on a line from the movie “Mean Girls”. It has been altered to fit a new situation, and each line is put with an image to reflect the meaning.  The audience plays an important part in understanding the humor of the image. In order to find the image amusing, the audience must be familiar with both the movie “Mean Girls”, as well as “Harry Potter” (movies or books). The alignment of the images is important, because it shows which characters are being referred to.  I find these kinds of jokes to be very good examples of multimodal texts because they take several pop references and combine them, without needing anything other than a few simple frames and some text to easily convey a message.

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