reaching out beyond squares

Thursday, October 7th, 2004

Spinning always impresses with her “reaching” into the unkown. An excellent thing because a lot of what she does is of her own devising, a reaching out of the cube of the classroom.

This leads me back to considering how we make progress. The students are taking the text version of Little Red Cap and manipulating it into a visual version which plays with representation, presentation, and effects. What will they learn is the question. The common concepts we want to know, such as new media’s elements of modularity, media ecology and topology, programming, interactivity, and complex structure are coming along, but one of the more interesting and exciting issues is what the students are teaching each other and teaching themselves. Riveting.

We are working in experimental space. Thinking beyond what’s in line, going behind Milton.

One response to “reaching out beyond squares”

  1. john says:

    The term ‘topology’ has always intrigued me since it became a significant aspect of photography in the 1970s. We can think of the word as referring to the narrative of any given space: the effects of time on space. The topology of a story is speaking to the ‘hows’ and ‘whys’ it came to be the way it is at the ‘present.’ The Little Red Cap project works at two levels: to remediate it from one form to another and also to record its topological evolution.

    Then, while perusing the dictionary, this appeared: “The art of, or method for, assisting the memory by associating the thing or subject to be remembered with some place.” Is it also topology when we ask “*Where* have I known you before?” or “We’ll always have Paris.”?