Varnelis and my thoughts on the accessibility of new media and new technologies

As I read the introduction of this book it discusses various tools and techniques that are being put into practice today in media and technology. Of course it talks about the internet, that is an obvious subject, however the author states “mobile phone technology became more ubiquitous and is now one of the most widely used portals to information technology” (p. 1, Varnelis) Immediately a red flag goes up concerning one aspect of barriers in education due to poverty. Although I agree the mobile phone as an information tool has moved beyond the phone call, it is also necessary to point out,for those affected by poverty it has not. I myself have a flip phone that has pre-paid minutes. Cell phone plans often start at a minimum of 60 dollars a month. That is a days wage for many and is not feasible. Even the cost of the internet is a minimum of 15 dollars a month for dial up and broadband is out of reach for many due to cost or infrastructure especially in rural areas.

The author does acknowledge the fact that adoption of tools vary based on region, and social class however the need to skim over this part and address the normalcy of technology as a necessity for business, social and educational use only brings the point sharper to my heart that those who do not have the means of access are being further excluded from employment opportunities, educational opportunities and even cultural interaction. This puts them at a disadvantage on many levels. First, by not being able to  develop digital literacy in their youth, thus limiting their productive ability as adults, and second through the inability to interact with the current and changing digital cultures around them. One example of this is their inability to access necessary information to make informed cultural and political decisions. The author’s focus is on the United States and I am pleased with this as the text does point out that many nations are in fact advanced beyond the United states in making these tools and technology accessible to the mass populations. By focusing on the United States the text is more relevant to me personally in my learning and goals.

Accessibility is highlighted by the author as one of the key issues. It is not merely the accessibility to the internet and to mobile phones that have internet capability, but also access to digital cameras and digital video cameras, all tools being used by the majority of the population as social tools, educational tools and even political tools. In further discussing access the author continues to discuss other technology modes,  IPhone’s are a great example how new devices are integrating all video, audio, text and image technologies. Gaming systems, Smart t.vs, Cars, all these are becoming connected.

With the constant lowering of costs for companies, as the author points out, “Lowered costs of processing power and digital storage, accessibility of various digital production tools, as well as more pervasive network infrastructures—particularly through mobile and wireless technologies—are all important factors.” (p. 5 Varnelis) and the seeming ability of other countries at being more adept in constructing the infrastructure and providing access, the lack of technological resources in our education system, in our rural areas, and in our homes due to the barriers of cost, have, in my opinion no other excuse but corporate and capitalistic greed. As the author acknowledges, there are “political and economic obstacles that stand in the way of cheap, accessible broadband in the United States” (p. 7 Varnelis).

Do not misunderstand me, I have bought into the capitalist creed since a child; growing up with President Reagan and Red, White, and Blue pride, when the world was about to end at any moment and freedom was to die for. All a person had to do was work hard to achieve the American dream. Mine was to have a house with a set of stairs inside. I achieved that dream. I worked hard for it; 80 hour work weeks at three different jobs. Even then I was unable to escape poverty so  I turned to education. Technology for me has allowed this as a college degree was inaccessible to me until distance education became common practice. Even employment became inaccessible until technology allowed for distance employment. This does not mean that technology is accessible to me at the cultural level and normalcy discussed by Varnelis, however I can appreciate that, even though I am still disadvantaged, I have a much greater advantage than my neighbors who struggle around me.

In an emerging culture that is “always-on” connected and relational, the absorption of  information and social interaction has taken on a new structure. Weekly papers and the 6 o’clock news is a nostalgic thought. For those individuals who still see technology as a luxury they are left even without these now antiquated modes of media. They are unable to stay in-tuned to the world around them. Instead they are finding themselves having to pick up what they can, when they can, here and there, like the food scraps that spill over onto the floor at an all you can eat buffet; reserved only of course for those with the technology to enjoy it.

There are many other points in this text, when not considering the barriers of accessibility, such as security concerns, privacy, distraction, cultural implications, All of which I may address at a later date. It was the point of accessibility that struck that initial chord and that chord is so personal it will continue to resonate as i continue to explore these concepts and others.

Varnelis, K.(Ed.).(2008). Networked Publics. Cambridge, Massachusetts: The MIT Press.

Instructions for the performance play- A STORY OF IDOL WORSHIP AND MURDER

Instructions for the performance play-

A STORY OF IDOL WORSHIP AND MURDER

A PERFORMANCE PALINDROME

BY Salie Davis

Bold face typecharacters, underlined words are part of the Palindrome, *and are the only words that are heard onstage.*

The names of the characters are spoken by the narrator (the character of Jesus Christ) to draw attention to the actions of the characters or before the specific character speaks. Words sometimes represent actions that are part of the palindrome and are also spoken by the narrator. The only words heard on stage are those that are specific to the palindrome. The story is given detail in actions, in select props, in symbolic wardrobe and in lighting that are all dramatized for effect. The only props needed are pews, pedestals, a cross, a bottle of rum and lager, a small cave and a single chair along with different colored robes, different colored body suits, different colored scarves, which represent various sins (the giving out of such can be simplified according to artistic interpretation), a spotted scarf or one with Velcro attached spots, an identifier for Time, such as a clock or staff and a really big fancy woman’s hat. This play would benefit from music. A musical palindrome would enrich it even more so.

Suggested set up for a one act play-

Initially the stage is dark. (Right and left references are facing the stage.) Pews are at the left of the stage in the mid area of the left side. These hold the Dias family and other church members. These people wear grey robes. Under their grey robes are white body suits or robes. God, dressed in a white robe, is positioned at the left of the stage in the rear area of the left side, on the highest pedestal. God is always represented with a capital “G” just as other characters who try to be idol gods are represented with a lower case “g”.

The Narrator (Jesus Christ) is at the left front, off stage at a podium or on the stage at the left front on a pedestal equal to God. Jesus is also referred to in the play as the Red Rose of Sharon. A cross is set behind him. Jesus is dressed in a white robe. His robe may be trimmed in red at the base and sleeves. A crown of thorns may also be used at this same point in the play in which the crucifixion is represented.

At the center rear of the stage is a set of three low pedestals. The center pedestal of these three is slightly elevated from the ones on either side. This center pedestal is where Star stands. She wears a gold robe.

At the right rear of the stage is another high pedestal, lower than that of God, in which Satan stands. He wears a black robe. The Rats and various Demons are gathered in front of Satan.

The Rats all wear black robes and carry black scarves. The Rats represent the occult members. The Demons all wear body suits. One Dragon wears a red suit with green scarves and represents unrighteous anger and ill temper. Devil wears a green suit with orange scarves and represents confusion and madness. Emos wears a purple suit and blue scarves and represents depression, sadness and being alone. Royal wears a gold suit and purple scarves, representing false rulers, and self appointed power. Eros wears a pink suit with red scarves representing physical desire or empty longing for passion such as the love for drink or other addictions. Tenet wears an orange body suit and silver scarves representing beliefs in a religion that believes in the organization rather than the truth. Dogma wears a silver suit and gold scarves representing authoritative and judgmental doctrine. Id wears a blue suit with pink scarves to represent the instinctual and unconscious nature of sin.

In this same area, out of sight or off to the side, is a chair holding Asa. He wears a nude colored body suit and a big fancy ladies hat. The small cave, big enough to fit one crouched person is also somewhere on stage out of sight with the spotted scarf inside or Velcro spots on a scarf.

The character of “Times Eye” represents time. The character should signify Father Time in appearance, with a white robe or, Time, in a white robe wearing or carrying a clock. A spotlight appears to the right of the stage to draw attention Times Eye as the character walks slowly from the right side of the stage to exit the left side of the stage as the character speaks. At the same time a spot lights appear on Jesus and God. From this point the spot lights are ever present on God and Jesus except for one important moment during the play. A red light may illuminate Satan in the same way. This is an artistic representation of their constant and unwavering presence.

Times Eye“Revoke, ‘tis I, time’s eye.  Finish sin if eyes emit… six a.m.  … Max is noon… 01, 02, 2010… 12, 02, 2021?”

This statement represents an expression concerning the end of time and the end of sin. Note that the dates can be changed to reflect current times, 11, 02, 2011, … 02, 02, 2020 etc., while maintaining the palindrome, as time progresses beyond these dates. This action keeps with the artistic intent that no one knows when time will end while highlighting the possibility it could be soon.

The Demons and Rats begin moving from the right of the stage to the left of the stage, towards the pews following Time. The Rats slink. The Demons walk, skip, jump and dance. A spotlight falls upon Star as Tenet places a silver scarf on Star. The artistic intent is to symbolize false worship. Tenet pulls Eva from the pews.  Id places a pink scarf on her. Royal gives Star a purple scarf. This signifies the idolization of royalty. When scarves are given they are initially seen as beautiful but as they mount in numbers they become a burden to the wearer. Tenet puts Eva on a pedestal next to Star. Tenet places a silver scarf on Eva. The Rats worship Eva and Star. Royal places a purple scarf on Eva. The Rats give Eva and Star black Scarves. The black scarves symbolize the occult.

Jesus ChristReviled, Eva’s dog swept pews!”

Eva, Rats, Star and Demons react at this statement and a spot lights sweeps through the pews. The Rats and Demons whisper to those in the pews. The artistic intent is that this statement and actions symbolize temptation. Id gives all the Rats a pink scarf.

Jesus ChristGod!”

Jesus makes a hand gesture towards God as if announcing God’s presence. God continues to be ever observant. Every one in pews, Rats, Demons, Star and Eva react.

Jesus ChristDias”

Jesus makes a hand gesture towards the pews. Lighting increases so that the left side of the stage is fully viewable.

Dias family- “Ah!!”

All characters that are members of the Dias Family speak this in awe and fear.

Jesus Christ– “Satan said”

A spotlight shows Satan at the right of the stage. Ideally a light might illuminate each person as their name is spoken or/and as they speak as characters.

Satan- “Star-Di, Asa, Dennis, Natasha, Ron, Maori, Ida, Ed, Hannah,

One Dragon, Eva, Sharon, Naomi, Isa, Emos, Deborah, Royal, Rats, Eros,

Tenet, Dogma, Id, Nacina, Paris, Devil …Sinned.”

As Satan speaks lighting increases to show the full stage, he points to all the characters, accusingly. Each character reacts to its name as they might in the time of judgment.

Jesus ChristTenet”

Tenet gives all the Rats silver scarves then is walking around the pews whispering in the ears of the people. The artistic intent is the temptation to sin under religious doctrine.

Tenet“God…Too far away…Murmur, murmur…”

Tenet draws attention to the center stage with Star on a pedestal as he whispers. Tenet is tempting people with religious doctrine that is not based on truth.

Jesus Christ“Rats”

The Rats (five in total) are walking around the pews whispering in the ears of the people, tempting them with false rewards for joining the occult.

Rat One“‘Y no mere clay or wonder… Murmur murmur…”

The artistic intent of this statement is the idolization of the self. Royal gives Rat One a purple scarf.  Rat One pulls Ron, Eva’s boyfriend, from the pews. Id puts a pink scarf on him. Rat One places a black scarf on Ron to symbolize his acceptance of the occult and puts him on the other pedestal next to Star. Tenet places a silver scarf on Ron. All the Rats worship Ron, Eva and Star. Royal places a purple scarf on Ron. Eros gives Rat Two a bottle of Rum, and places a red scarf on Rat Two. This symbolizes the empty longing for passion and temptation to fill this with drink. Since Rats are also people, they can receive scarves as well. Eros is whispering to Rat One. Rat Two pulls Dennis Dias from the pews and gives him the bottle of rum and a black scarf. Id places a pink scarf on him. Dennis proceeds to drink. Eros drapes a red scarf on Dennis.

Rat Two-“Yes! Orders red rum, redder Eh?”

Rat Two rejoices at the drunkenness of Dennis Dias. Dennis Dias pulls Natasha Dias (his daughter) from the pews and gives her the rum. Id places a pink scarf on her. A Rat gives Natasha a black scarf. She drinks and also becomes drunk. She gives the rum back to Dennis. Eros drapes a red scarf on Natasha. They both begin worshipping Star (AKA  Dog Star, Di, Star-Di, Dog, and Doggie), The various names of Star symbolizes the many possibilities for people to find idols, in great objects in the sky, royalty, or leaders, famous people, animals, or trendy concepts and ideas etc. Ron and Eva are also being worshiped. Ron and Eva participate in the drink and are given red scarves from Eros.

Rat Two“ ‘Twas I!”

Rat Two rejoices in the accomplishments.

Rat Three“ Dog!…”

Rat Three points at and accuses Star. Dogma gives Rat Three a Gold scarf symbolizing false judgment and blame.

Rat Four“Tonsured rum pots!”

Rat Four accuses Dennis, Natasha, Ron and Eva. Dogma gives Rat Four a Gold scarf.

Jesus ChristSaid”

Rat Five addresses every one including the audience pointing as Dogma places a Gold scarf on him.

Rat Five- “Murder… Red Rose of Sharon!”….

At this statement the cross behind Jesus lights up. Jesus puts his arms out as if hanging on the cross and bows his head. All lights go out so that the stage and audience is in complete darkness for three seconds. The artistic intent is the three days Jesus spent in Darkness. If this is not desirable by the production then the red light on Satan may remain as Satan rejoices in victory. After three seconds the lights resume as before. The Rats point at God, questioning his allowance of the crucifixion of Jesus. Devil places orange scarves on them.

Rats- “He murders red rose… Y?”

Jesus ChristDennis said”

As Dennis is speaking Natasha gets on her knees in front of Star. Dennis points out her guilt in worshipping Star.

Dennis“sinned?  Did I? Now I won top spot.  Ah… Natasha Dias sees dog star…put it up…”

Dogma places a gold scarf on Dennis symbolizing unrighteous judgment.

Jesus ChristSinned”

Dennis“…as a god. Fool… A! Wow…, ‘Ave, ‘Ave some red rum too.

Fall apart, Natasha.”

Dennis gives Natasha the bottle of rum again. Tenet speaks and all the Rats and Demons jump and dance.

Jesus Christ“Tenet”

Tenet- “Lives evil!”…

A Rat gives Dennis a bottle of lager. He drinks it then gives the lager to Natasha with his next line.

Jesus Christ“Dennis”

Dennis- “‘Ave some lager?”

Natasha, suddenly feels repulsed at being drunk, throws the drinks down and turns to Star offering to bring her sister Hannah into the occult in exchange for forgiveness. Tenet gives Natasha a silver scarf.

Jesus Christ“Natasha Dias”

Natasha Dias“Doggy! Dash sin if I deliver Hannah?”

Natasha pulls Hannah from the pews and brings her to Star, AKA  Star-Di, Dog, Doggy, Di, Dog Star, who is too self absorbed to notice. Id places a pink scarf on her. Hannah is given a black scarf by a Rat and begins worshipping Star. Tenet places a silver scarf on her.

Jesus Christ“Star-Di”

Star-Di- “Did I as I? Was I? I was raw Dog, as a devil, I am god deified.”

As Star is speaking Devil puts an orange scarf on her symbolizing confusion and madness.

Jesus Christ“Dennis said”

As Dennis is speaking the Rats are pointing at Ron and Eva and whispering in both his and Natasha’s ears.

Dennis- “Ha! Ron? He lived as a rat’s god.

Wow, I Liven a mood. I roamed under it…

Revolt, AHA, Live!”

While this is being said Tenet is whispering to Dennis who then struggles with Ron and throws Ron off his pedestal. Tenet helps Dennis unto the pedestal and gives him a silver scarf. At the word “revolt” Natasha throws Eva off her pedestal, and takes her place. Royal gives Dennis and Natasha a purple scarf.

Jesus ChristHe said”

Dennis- “as a “foeman” as I live.”

Naomi and Ed, Ron’s parents, leave the pews to comfort Ron and Eva. Id places pink scarves on Naomi and Ed. A Rat leads Hannah to a stand next to her sister, Natasha’s pedestal. Royal places a purple scarf on her. Both revel in being worshipped by the Rats. As Natasha speaks to Dennis in the next line, Nacina and Ida, friends of Natasha, leave the pews and are given pink scarves by Id.

Jesus ChristNatasha said”

Natasha- “Did Nacina play or did moody Ida? So… Ida? Adios!

Hey Dad, are we not drawn onward? ”

As Natasha speaks, The Rats give Nacina and Ida black scarves and they join in the occult of worshipping those on the pedestals. Emos gives Ida a blue scarf symbolizing depression. At the word, “Adios” Ida walks away crying. Tenet gives Nacina a silver scarf. Nacina is whispering to Sharon, who is in the pews and she leaves the pews as well and is given a black scarf by a Rat and a pink scarf by Id. She stands next to her father, Dennis’s pedestal, and is given a purple scarf by Royal.

Jesus Christ“Dias said”

Dennis is talking to Satan in the following line. He is offering his three daughters to Satan, expecting something in return. He then accuses Hannah just as he had Natasha before.

Dennis–  Ah! Satan. Rats deliver goddesses, so pay. Flesh saw a sin, mad, dastard, Hannah, raw as a widened dam.”

Devil places an orange scarf on Hannah, symbolizing confusion and madness.

Jesus ChristHannah”

Hannah- “I madam, I made fool a poor Dog.”

Hannah points to herself at the word “fool” and to Star at the word “Dog”. At these statements, Hannah stops worshipping Star and walks away, weeping and distraught. Deborah, Hannah’s mother, leaves the pews to comfort her. Id places a pink scarf on Deborah. Natasha is observing her mother and sister, feeling remorse. Star has also stopped her self absorption to take notice of the events.

Jesus Christ Natasha Dias”

Natasha“I”

Natasha moans as the narrator, Jesus says the word “moan” and points at Hannah.

Jesus Christ“moan”

Natasha“ go deliver Eh? I saw thee mad!”

Natasha is mournful; crying as Emos puts a blue scarf on her. Star has become visibly upset by this point.

Jesus Christ“Dennis Dias”

Dennis is speaking to Satan about his daughters.

Dennis-Sir, appalls Dog…”

Jesus Christ-“Stops”

Dennis “stops” for a moment then, upset by Star’s upset, he again curses Hannah. One Dragon places a green scarf on Dennis.

Dennis“…sleep repel, Eros eye saw Hannah.”

Eros puts a red scarf on Hannah and she is given drink. She becomes drunk and falls at Eva’s feet.

Jesus Christ“Said Hannah”

Hannah-Eva! Can I live on?”

Eva ignores her. Paris, Hannah’s boyfriend, leaves the pews to comfort her. Id places a pink scarf on him.

Satan speaks although not announced expressing pleasure at the situation.

Satan“Hannah, O’ No…  Ah…”

Jesus Christ-“Satan”

Satan continues, encouraging evil and sin.

Satan“Live dirt up!”

Jesus Christ-“Mom said”

Deborah confronts her husband, Dennis, blaming him for their daughter’s predicaments. Dogma places a gold scarf on her.

Deborah-Ha, Robed!”

Deborah begins to cry. Emos places a blue scarf on her. Norah, Deborah’s mother, leaves the pews to comfort her. Id places a pink scarf on elderly Norah.

Jesus Christ“God”

God speaks, to Natasha and Hannah, warning them that these things are not from him. Each reacts in fear and weeping. Everyone reacts by cringing. God points to Jesus, Reminding everyone that their sins are what Jesus died for. God warns that the Demons, such as Devil and One Dragon, and those things they worship, such as the Dog Star (AKA, of many names), do not have their interests in mind. The Demons cower at his words, as does Star. God asks the people to repent and warns them of the dangers of losing eternity spent close to God (the Garden). God speaks to the elders of the church, Norah, also known as “Red Rose” symbolic of her pious and close relationship to Jesus as the “Red Rose of Sharon”, and Naomi who consider themselves pillars of the church, warning them of the danger they are also in.

God- “Live not on evil, Madam Natasha, Madam Hannah Dias!

Murder Regal Red Rose of Sharon? I name no Devil-Dog as selfless.

A Devil! One Dragon! Pupils pull up! No Garden, O!

Norah, regal red rose… Y? Naomi…?”

Jesus Christ Moan…”

God moans as Jesus states the word “Moan”, both showing great distress.

God- “ ‘Y doom?”

The Rats are whispering in the ear of Ron while pointing at DennisRon moves towards Dennis but Sharon notices him. Rats also whisper in the ear of Eva, pointing at Natasha.

Jesus Christ-“Sharon Dias”

Sharon calls to her mother, Deborah, as Ron struggles to throw Dennis off the pedestal. She pleads with the demon Devil to help her father; no one is interested in helping. Sharon becomes confused in her excitement. Devil places an orange scarf on her.

Sharon“Mom, Ei! Reverie! Live O’ Devil, never odd or even.

No, it is opposition. ‘Y a period won? Oh!

Who was it I saw, Oh Who? Ha!”

Jesus Christ-“Ron”

Dennis is thrown to the ground and Ron takes his place on the pedestal, hollering triumphantly as he replies to Sharon. Despite this, Sharon remains near the pedestal, being worshipped.

Ron“I”

During this same time Eva struggles with Natasha but does not succeed.

Jesus Christ“Eva”

Eva cries out in triumph for Ron’s success and continues to struggle with Natasha.

Eva-Revolt lover!”

Jesus Christ“Id”

The Rats are in fervor.

Id-Rats gnash teeth!”

Natasha throws Eva to the ground and the struggle stops. Natasha remains on her pedestal.

Jesus Christ-“Sang Star-Di”

Star is still in madness, upset by all the commotion, and sings her words.

Star“Do… Do Good’s deeds. Live on? Reviled did I live! God saw!

 I, deified, I was Dog. Evil I did deliver. No! Evil’s deeds do, O God! O! Did Rats gnash teeth?”

Star is visibly depressed; Emos places a blue scarf on her. She continues dramatically, after a pause…

Jesus Christ“Sang Star-Di”

Star-Revolt! Love! Rave I?”

Dennis is attempting to reclaim his position but is continually repelled by Ron. Norah, Dennis’s mother, becomes distraught and confused about what she should do as Ron is the son of her best friend Naomi. Devil places an orange scarf on her.

Jesus Christ-“Norah”

Norah“Oh who was it I saw, Oh who? Now do I repay?

No, it is opposition. Never odd or even…Live? Do evil? Ei!!, reverie!”

Deborah speaks to Norah but she is inconsolable. Emos places a blue scarf on Norah.

Jesus Christ-“Mom said”

Deborah-Norah’s moody.”

Jesus Christ-“Naomi. (moan)”

Naomi moans when the word is spoken. She asks for and is given lager as Eros places a red scarf on her. She then rejoices, lifting the lager, for her son, Ron. Dennis ends his struggle with Ron.

Naomi- Yes, order lager… Ha! Ron.”

Jesus Christ-“One Dragon”

One Dragon speaks to everyone, mocking what God has said and declaring Ron as a god, and as himself as he places a green scarf on Ron.

One Dragon“Pull up? Slip up! No Garden? O’, lived as selfless?

A god lived one man! I.”

The Rats all dance with lager and rum around Norah, tormenting her and offering her drink which she keeps refusing.

Jesus ChristNorah’s foes order lager, red rum…

Said Hannah”

Hannah makes an appeal to Norah, her grandmother, warning her, then points to and denounces Satan and Star.

Hannah- Madam, Ah!!! Satan! Madam, live not on evil. Dog!”

Jesus Christ“Deborah Dias (mom)”

Deborah points at Natasha, blaming her. Dogma places a gold scarf on Deborah. Deborah encourages Hannah to go away to a cave that is far back on the stage.

Deborah“Putrid evil, Natasha!  O’ No! Hannah, No evil in a cave…”

In the cave is “spots”, like a cloth with Velcro spots to symbolize leprosy. Hannah goes into the cave and puts on this cloth. As Jesus speaks the next lines Hannah sits at the mouth of the cave “peeling spots” Paris, Hannah’s boyfriend, leaves the pews. When Jesus states “Sllap” God makes a motion towards Hannah. Hannah is healed and drops the spotted scarf.

Jesus Christ Hannah Dias? Hannah was eye sore leper, (peels spots)

God, “SLLap!”… Paris said”

Paris points to Hannah, accusing her of sinning, deserving of leprosy. One Dragon places a green scarf on Paris. Paris denies his own responsibility or sin. Id places a pink scarf on him. Paris points to Star in blame. Dogma places a gold scarf on him.

Paris-Sinned dame… Eh? ‘Twas I? Here, vile Dog!”

Hannah rejoins the group, near Naomi and Ed. The Rats continue dancing around Norah who can not get away from them.

Jesus Christ-Naomi said”

Naomi looks at her friend, Norah, and is sad. Emos places a blue scarf on her. As she speaks, she notices Satan and is afraid. Naomi turns to her husband Ed and then to Hannah, asking if she is mad.

Naomi“Ah!!! Satan! Go droop aloof. Ed, am I mad?

Am I, Hannah? Madden…”

Jesus Christ“Ed”

Ed replies as Devil places an orange scarf on him. Ed exclaims war, symbolizing the war between good and evil.

Ed“I was… A war!”

Jesus Christ“Hannah”

Hannah also replies, still confused. Looking at Norah and Naomi.

Hannah“Drat, sad… Damn!”

Jesus Christ“Isa”

Isa, wife of Asa, leaves the pews; Id places a pink scarf on her. She accuses Star and receives a gold scarf from Dogma.

Isa“Wash self, Ya, possessed Dog, reviled Star!”

Jesus Christ“Natasha Dias said”

Natasha remains enamored with Star, speaking to and idolizing her father, Dennis, encouraging him to regain his position of power.

Natasha“…Drawn onward, to new era…Dad yeh… So…”

Jesus Christ-Ida”

Natasha’s friend Ida, echoes the same sentiments speaking to Star.

Ida- “Adios A! Di, ‘Y doom, Did Royal panic and Id?”

Jesus Christ-Dias”

Dennis, Sharon and Natasha all speak in agreement in the next line and continue in unison after Satan speaks.

Dennis, Sharon and Natasha- “Ah,”

Jesus Christ-Satan”

Satan points to Asa asleep in a chair off to the side of the stage, stating he is evil. Eros places a red scarf on Asa and Id places a pink scarf on him.

Satan-Evil is a name of Asa”

As Satan speaks, all the Rats except for one leave Norah. One Dragon places a green scarf on Norah. As the Rat One whispers in her ear, she also takes notice of Asa.

Jesus Christ-Dias”

Dennis, Sharon and Natasha-Eh?, Evil!, a hat lover, tired nude.”

Maori, a friend of Isa, is drawn from the pews by Isa, receiving a pink scarf from Id.

Jesus Christ-Maori”

Maori points to Asa while she speaks, and receives a gold scarf from Dogma. She denies her own responsibility and is wowed by the idol worship of Star. She receives a black scarf from a Rat, and a silver scarf form Tenet.

Maori-Doom an evil! I? wow, Dog Star as a Devil, eh?”

A Rat also begins whispering in the ear of Dennis, pointing to Eva who is worshipping the Star. Dogma places a gold scarf on Norah. Norah “murders” Asa by throwing a black cloth over him.

Jesus Christ- Norah Dias Sinned.  Deified Dogma”

Dogma is overjoyed and declares war between God and evil (all the Rats and Demons.)

Dogma“I lived as a god. War saw I. I saw! I said I did… Rats!”

Jesus Christ-Hannah”

Hannah continues speaking in remorse; she calls out to God, with a capital G, asking “Why”.

Hannah-Reviled, I finish sad. ‘Y “G” God?”

Jesus Christ-said”

She again denounces Satan with sarcasm.

Hannah- Ah!! Satan regal?!”

Jesus Christ-Emos”

Emos points to Eva, accusing her.

Emos-Eva… Sinned… lives Evil!”

Jesus Christ-Tenet”

Tenet is reacting to Dennis approaching Eva from behind.

Tenet-Ah…”

Devil places an orange scarf on Dennis, symbolizing madness.

Jesus Christ-Satan”

Satan is speaking to all the Demons and Rats, who react with fervor.

Satan-Trap all afoot, murder!”

Jesus Christ-Emos”

As Emos says Eva’s name, Dennis approaches Eva.

Emos-Eva!”

Jesus Christ-Eva”

Dennis “Murders” her, by throwing a black cloth over her as she is speaking and worshipping Star, in mid sentence.

Eva-Wow, Aloof Dog as a…!”

Jesus Christ-Dennis”

Dennis takes notice of God and in a revelation, feeling remorse at what he has done, declares to the Rats that God sees.

Dennis-Put it up! Rats! God sees.”

Jesus Christ-said”

Dennis cries out in fear and repentance.

Dennis-Ah!!!”

Jesus Christ-Satan”

Satan rejoices over the events.

Satan- “Ha, top spot. Now I won, I did!  Dennis Dias sinned. Yes! Orders red rum, eh!”

Jesus Christ- Norah’s foes order red rum… Dias”

All the Rats except for one begin dancing around Norah again, tormenting her with rum. Rat One is whispering in the ear of Dennis and pointing to Natasha and Sharon. Sharon and Natasha have remained in power while Dennis has not. They show fear of their father.

Jesus Christ-Dias”

Sharon and Natasha appeal to their father as he approaches them.

Sharon and Natasha-Stop, Murder us not!”

Dennis “Murders” Sharon, tossing a black cloth over her but stops short of murdering Natasha when he hears God speak.

Jesus Christ-God”

God-I saw the redder murders.”

Jesus Christ-Red Rose”

Norah cries out to God, asking why? Norah takes the rum and becomes drunk. Eros places a red scarf on her as she sings.

Norah-Y? Rum, rum, rum, rum red now.”

Jesus Christ-Royal”

Royal dances around Star then Norah, back to Star and then dances with Tenet singing.

Royal“ceremony Star! Rum, rum, rum, rum, Ya! War a foot. Dog! Tenet!”

Jesus Christ-Dennis”

Dennis falls to his knees in confusion and remorse. He denounces his attempts at being worshipped as a god. He realizes that Star is pitiful. He points to others, that they have been robbed of their happiness by him and he himself is in misery.

Dennis“Lived Sir? A panic… and I am god, tenet? Sore Star lay or…

Ha! robed some, as I… I moan.”

Jesus Christ-Norah”

Norah calls out to God to save, realizing the consequences and the Rats scatter.

Norah-Save! No Garden, O!”

Jesus Christ-Hannah”

Hannah is mournful.

Hannah-Dead, I… I roam.”

Jesus Christ-Norah”

Norah points at Satan and at herself acknowledging evil and sin, and then to the Rats and everyone else, stating “Dias” as if inviting every one to acknowledge their own sin.

Norah-Satan!…Sinned, A!”

Jesus Christ-said”

Norah- “Rats, Dias…?”

At this point some return to the pews, I.E. those that expressed repentance by words or by actions such as Dennis, Hannah, Norah, Naomi…(artistic interpretation can decide who and how many.)

Jesus Christ-Natasha said”

Natasha, still on her pedestal cries out to the Star to save her.

Natasha-Dog!”

As Jesus speaks Natasha, Star, Ron and everyone else not in the pews crumple to the ground and scurry/crawl into the darkness towards Satan. This includes the Rats, Demons and all those that have been murdered without repenting, Eva, Sharon, Asa, also move towards Satan with all their burdens in tow. The lights go out except for lights sweeping the pews as the characters sitting there throw off all of their scarves and the grey robes revealing white robes, or body suits at their words “God Save, Deliver!” hands up rejoicing.

Jesus Christ-SWEPT PEWS…”

Everyone in pews-  “GOD SAVE! DELIVER!”

As Time speaks the light shines only on one side of the stage, joyful, while the other is in darkness and misery.

Time’s eye- 12, 02, 2021… 01, 02, 2010?  Noon… six a.m. max. Is time’s eye finish’ sin? If eyes emit is it, ek… over?”

This statement again represents an expression concerning the end of time and the end of sin. Note once again that the dates can be changed to reflect current times, 11, 02, 2011, … 02, 02, 2020 etc., while maintaining the palindrome, as time progresses beyond these dates. This action keeps with the artistic intent that no one knows when time will end while highlighting the possibility it could be soon.

End of play.

How learning is impacted by emerging technologies

  • Who hasn’t enjoyed sitting down with a good book in a sunny corner with a cat purring at your feet? In all honesty, a lot of people. That image is a stereo type concerning “sitting down with a good book” However when we think about literacy and learning the first thing that often comes to mind is reading. The next image is upright in a hard back chair, at a desk with pencil and paper writing words, checking off boxes, erasing numbers and of course, watching the clock waiting for something more engaging to come along when the bell rings. This is an image of what many consider “learning” With emerging technologies however learning can be speaking a foreign language with some one in Spain, or actively participating in a robotics experiment hundreds of miles away through remote programing and video. The simple act of writing a story can be adding images, sound, video, and animation to truly bring it to life and if desired share it with any audience one prefers.  The first images I mentioned fills me with a bit of nostalgia and also a bit of grimace, but with emerging technologies, the potential is exciting and engaging. That is how learning should always be. With technology we can make that happen as parents and educators, for our children and even for our employees.
  • I have been working with technologies of recent I never intended to work with, due to my own stereotype of these platforms. These are  Kitely and Second Life. I considered these “adult” platforms for fantasy role play and in being as such assumed that these were inappropriate tools for creating serious and safe learning environments. I am more comfortable with Kitely after being in the environment for awhile and hope to learn more concerning how to create safe virtual areas as I am now learning how this platform can be used as a motivational learning tool for youth. I have not yet explored second life due to time constraints but may do so in the future.I still have my concerns, much like the same concerns I have for gaming scenarios that are based on role playing in an immersed environment. That concern is the possibility of becoming absorbed in the environment for long periods of time in nonproductive actions where the learning is not learning but simply participating in activities with no long term benefits.
  • I am very pleased to be working with a group of colleagues during this exploration. It is helpful to see that others share my same concerns and also share the optimism of the potential these platforms might bring. When working with others we are more motivated to explore and less intimidated by our own thoughts and doubts. An example of this was my initial concern that I would be seen as technologically illiterate or antiquated just because I did not have prior experience in the use of avatars and gaming. It is intimidating to bring up security and ethical boundary concerns when most people one might find in these environments are there to enjoy the role play and fantasy aspect rather than seek to use the tool for educational means.
  • Being dual motivated to create learning environments for children, my own included, educate and explore for home school support networks, and distance education for adults, I also have to consider the appropriate application for employee education through e-learning. The virtual avatar platform may be a possible solution to creating a culture within the organization, however it is unlikely to be embraced. To introduce this concept I can see Kitely being used as a “fun” gathering meeting place to educate the corporations distance educators and even at some point for managerial meetings. I do not see the platform being used at this time for initial employee training. It is something that may be more developed in the future as technology continues to advance. In as little as five years everything I am writing now may in fact be antiquated.

Defining Emerging Technologies

Remember when distance learning meant an education through the mail. The mail system has been around since the pony express. When these distance courses were first offered by accredited colleges, could they have been considered as an emerging technology at the time? The technology was around long before it was ever directly applied to the provision of education. In this it could be argued it is not the technology but the application of the technology that defines it as new.

The beginning days of distance education consisted of reading books and writing papers, sending them off and getting graded papers sent back to you, via the mail. It seems archaic now but at the time it was revolutionary, especially when combating the barriers of distance, economic limitations and other barriers. It offered people opportunities they would not have otherwise had; however the quality of the education was always in question. It was after all completely text based. Sometimes the college would send a video tape or cassette adding audio and visual. Each tool was used separately and inconsistently to augment learning.

As technology has developed one on one telephone conversations were added as a common tool, giving real time discussion options, then telephonic conferences which added real time group participation. This was never a feasible option when limited to mail correspondence. All of these advancements in technology added to the learning experience; however they were not new technologies. The telephone existed long before it was ever used for telephonic conferences, remember the “Party Line” that rang into every house on the lane, hoping to reach the correct party. In my area locals still had to share telephone lines with their neighbors as little as 30 years ago. Albeit the “teleconferences” that took place back then where usually nosy neighbors listening in whenever the phone rang.

With the advent of live video came an interactive visual component and people assembled in small groups to participate in this “almost like being there” environment. All of these techniques and technologies are still used in education today. They are not “new”.

Is emerging technologies then not based on new technology but rather based on new applications of old technology? According to Veletsianos’s research one definition of emerging technology states that technology doesn’t have to be new per-say, simply not widely used in the application in question. Therefor emerging technologies in education is any technology not traditionally required for education. This definition matches my early experiences and understanding concerning the evolution and my participation in distance education.

It also matches my personal experiences in instructional design and e-learning. When I worked as a music/art/computer teacher for a private no-profit school, I was required to design my own curriculum at zero cost to the school. If not for emerging technologies my success in completing this task would have been null. I used a video camera and a digital camera in my daily curriculum, add clay for stop motion and video for playback observations, all of which added depth to the learning experience. In that learning environment this technology was not traditional learning tools. Without a budget for traditional materials for art or musical instruments, I used e-learning for art and music class, both with programs for drawing, music theory, and pianos you played using the keyboard of the computer as just some examples. I used emerging technologies in my instructional design and e-learning to enrich the educational experience of my students with little to know resources for traditional options found in art and music classes. Veletsianos may disagree and it may simply be that due to the culture of the area I live and work in what is “new” to us has been standardized elsewhere. This is in line however with the concept that emerging technologies, may or may not be new and the idea that emerging technologies are not yet fully understood or researched. By the second statement I intend this understanding and research to be applied not to the greater academia but in the context of the local culture in which the technology is being introduced.

This can be illustrated through comparing developed and undeveloped countries. Can the internet still be considered emerging if the area and culture in question has never had the opportunity of exposure to it? I believe it is. Therefore rural and poor communities, even within our own developed country can experience emerging technologies, not because they are new, but simply because they are new to them.

Read more on this topic here http://www.aupress.ca/index.php/books/120177

What is Literacy in this new age of technology and emerging media?

What is Literacy in this new age of technology and emerging media? Does literacy count only in the form of ink and paper or has it become so much more? According to a New York Times Article by Motoko Rich titled Literacy Debate: Online, R U Really Reading?  “On paper, text has a predetermined beginning, middle and end, where readers focus for a sustained period on one author’s vision. On the Internet, readers skate through cyberspace at will and, in effect, compose their own beginnings, middles and ends” (Motoko para. 12). Because of this, literacy as it relates to technology, though it may be a form of literacy, more and more commonly referred to as digital literacy, it is very different from traditional concepts of reading comprehension and the mastery of reading as we have known it pre-digital age.

We cannot ignore the new forms of communication and new literacies. These are essential in order to learn and adapt in a digital age, however at the same time we must continue to find a balance between the mental process of scanning and switching attentions quickly from one mode of communication, text, sound, image, music, light, keyboard, voice, etc… to being able to sit and focus, to analyze with comprehensive depth texts that are part of our history, stories that were written and intended for the page and ink. In doing this we achieve a balanced mind and a more productive future.

The article goes on to state that “to Kill a Mockingbird” (Motoka para. 10) is not for all children. I agree with the statement however I disagree with the blanket concept that statement tries to make. Daily ink and page reading is necessary for all youth to develop deeper modes of thinking and the ability for longer attention spans. If the book happens to be the original Hobbit, or a swiftly tilting planet, or poems by Robert Frost, the length and form found in books, the beginning, middle and end, the author’s vision, as described above, all these are necessary components of literacy that cannot be left behind. Not everyone will read Shakespeare, however, like the internet claims to be, the ink and paper world of books is just as infinite in options. It is possible and preferred to teach our children when young that those options are and must continue to be valued.

The article also raises a point about the differences of the written text online and the written text in book, online being full of grammatical and spelling errors.  This I find not to be a viable argument however. It can be just as argued that word processing programs with auto correct harm one’s ability to spell. It very well may in fact. Text in books and online are constantly changing, new words are created. New forms of dialect are explored and excepted. One aspect of this is writing styles. It is more common to see and accept a conversational writing style, whereas 100 years ago that type of style would not have been seen.  Editorial styles over research based writings are also more common. So is this the fault of the digital age or does this just call to point the need for educators to focus more on filling the holes. In this do educators need to focus more on proper sentence structure, proper spelling and proper research skills, much like is taught in college preparatory course, in middle and high school classes? In addition to sentence structure, spelling, and organization of thoughts form beginning to middle to end, it is also necessary to teach digital literacies that will help children approach digital text with more ability to analyze and comprehend. Example of this is to teach website evaluation for research skills and proper notations when participating in online conversations. All of these skills can enrich the online experience and bring children closer to cognitive literacy.

The truth in this matter is that the digital age is not going to go away. Children will use the internet more and more as children and adults. The focus of the debate then should not be if one is better to incorporate in the lives of children, since they both will be part of children’s lives, but instead how can we ensure that children who are exposed to both digital and traditional literacies learn and maintain the deeper forms of comprehension needed to be successful in their life’s goals. According to the article books help instill continuous, focus and linear attention. In our children’s education we must continue to use the reading of books, even online classics such as can be found on Kindle, to help them maintain these literacies.

In essence it is possible to read with in depth conceptualization and literacy if the reading is diverse and if they are by example e-books. Even interactive eBooks can get kids excited about reading, where they can notate the stories and discuss in real time with other youth. The Digital age doesn’t have to change how we see literacy, it can expand the meaning of literacy into several different types and with innovation both forms of literacy can be maintained online.

Reference

Motoka, r. (July 28, 2008) Literacy Debate: Online, R U Really Reading? New York Times retrieved on Sept 19. 2016 from http://www.nytimes.com/2008/07/27/books/27reading.html?pagewanted=all&_r=2&

New Literacies and the barriers of Poverty

“The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives” (Gillen and Barton, 2010, p. 9).

Literacy and the barriers to literacy caused by poverty  have long been a topic of discussion. With new literacies that topic needs to be expanded upon.  The above quote refers to literacy as a social practice. New literacies are impacted by poverty and social class even more so than standard literacies.

One concern that comes to mind when discussing how new literacies impact our current society is how poverty may become a barrier to opportunities and to learning as new tools and technologies are developed. Those with access to these new technologies have an advantage in learning over those who are limited by the lack or resources due to the cost of technology. This lack of accessibility impact how these individuals can react to the world around them and adapt in their current and future life roles. Because new literacies are deictic and change moment to moment, using borrowed technology on a weekly or even daily basis may not be enough to ensure the successful integration of technological knowledge and application of ideas comparable to individuals that have personal daily access to technological platforms.

In discussing new literacies the article “Special Themed Issue: Beyond ‘New’ Literacies” explains how studies on new literacies and the application of new literacies include traditional literacies such as spatial theory, visual and critical literacy, and semiotics. Online and offline spaces are also considered. In all of this poverty has a deciding factor in the application and accessibility of these new literacies. Individuals not affected by poverty can afford the technological advancements and platforms that are required in order to consume knowledge that is presented through new literacies. Consistent access to these technological platforms is required in order for the individual to develop the skills necessary to efficiently digest the presented knowledge. Texting is used as an example in the above article. Texting comes with its own language that has been developed along with the implementation of this new literacy. It also is in the state of constant flux based upon cultural changes and develops rapidly with time. Therefor even with a texting dictionary, unless said resource is a real time dictionary and up kept resource, an individual that is not regularly familiar with the process and culture of texting is limited and at a disadvantage when that new technology is required in a learning or work environment.

With access to the technological platforms however and when given time to learn the literacies required to interact, the participatory culture of the online environment offers many opportunities that can in fact remove barriers of distance and accessibility that those affected by poverty face. This is one reason why I am interested in learning more about the culture and opensource community.

Returning to the original quote, in regard to “what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives” (Gillen and Barton, 2010, p. 9), the barriers to poverty and overcoming those bariers goes beyond simply providing technology to these individuals. It means ensuring they have the literacy to be able to work with these technologies in productive rather than counter productive ways. One example of this is the marketing of technology as a mindless entertainment source rather than a functional tool. New literacy involves teaching those who are new or learning new technologies, how these new literacies can serve educational and functional purposes in their personal and work lives.

References:

Gillen, Julia and Barton, David, (2010 Jan). Digital literacies, London Knowledge Lab Institute of Education ISBN: 978-0-85473-902-8 Retrieved on Sept 15, 2016 from http://eprints.lancs.ac.uk/33471/1/DigitalLiteracies.pdf

Wilber, J., Dana, (2010 March). Special Themed Issue: Beyond ‘New’ Literacies, Digital Culture & Education (DCE) 2(1) SSN 18368301 Retrieved on Sept 15, 2016 from http://www.digitalcultureandeducation.com/uncategorized/dce_editorial_vol2_iss1_2010/

 

Why am I interested in corporate online training?

I work for a burgeoning global leader is business process outsourcing. Sykes Enterprises Inc. It is a company who, ahead of its time, has embraced the potential of virtual employees. From across the country it finds the best potential employees through the use of new media such as online and telephonic interviews. Through virtual online education using this new media it trains these potential employees for a career in business process outsourcing in a home office environment. It is challenging to say the least, both for those of us given the task to guide and support these potential employees and for the employees themselves. For the few that can adapt to this fast paced ever changing and growing environment, for those that can learn and embrace new literacies, they hold the potential of a challenging and rewarding career in the virtual realm.

Teaching art is more than just technique

It is Creativity, Community, and Caring… and so much more

This presentation is an example of how you can make the most out of what you do. I am the art teacher in this presentation. The memories I created and the lessons learned in the minds of the children I taught live on, however through new media and new literacies  technology was used to expand the message. Take the gifts that you have been given to share with the world and use the resource the world has given you to bring them to their fullest potential.