Consider Susan Howe’s work in That This and Spontaneous Particulars and take it somewhere new—in relation to this week’s topic and/or any of the other texts or works we’ve considered this semester.
Consider Susan Howe’s work in That This and Spontaneous Particulars and take it somewhere new—in relation to this week’s topic and/or any of the other texts or works we’ve considered this semester.
After reading Charles Hardy III’s essay, “Painting in Sound: Aural History and Audio Art,” and listening to the four audio pieces assigned for this week, write a critical reflection considering the particularities (aesthetic, material, ethical, etc.) of sound/voice/audio in archival appropriation, drawing on whatever additional course texts you find productive.
For next week, you will produce a “mini project” working with appropriation of archival audio (originally the plan for this week!) Please come to class prepared with a found/archival audio clip (or more!) that you would like to work with and we will have time to experiment in class.
Take up appropriated archival images, graphics, photographs, and/or other ephemera—either digitized or born-digital—use Photoshop to create a composite image that places them into new relationships or contexts toward a desired effect/affect. Try things. Have fun. Make an inventive intervention. Then write a brief reflection considering your practice in relation to course texts and topics – around questions of materiality, memory, nostalgia, collage, fiction, imagination, etc.
Create a very short (less than 30-second) video from an even shorter (less than 5-second) clip of found video footage. OR make some other appropriative intervention of your own design into a found footage or “archival” clip of your choice.
See Martin Arnold “Alone. Life Wastes Andy Hardy” and Dara Birnbaum’s “Technology/Transformation: Wonder Woman” for inspiration.
Upload your video experiment to YouTube or Vimeo and embed it in your post. Write a brief reflection considering your practice in conversation with this week’s reading/viewing materials.
Take a question or idea that arises in the first half of Jaimie Baron’s The Archive Effect and use it to think through some element of the appropriation films we’ve watched for class: No More Road Trips? (Prelinger, 2013), The Maelstrom: A Family Chronicle (Forgács, 1997) or The Voyagers (Lane, 2010). If you want to bring in other examples from outside of class, that’s great too!
Read this week’s texts. Think about them. Do something interesting with them.
Take up this week’s readings and apply them to (1) a contemporary cultural practice of personal or everyday archiving OR (2) a particular platform or forum that enables and encourages this kind of practice on a larger scale OR (3) a current event or debate that extends the conversation around this topic OR (4) whatever else gets you going…
Alternately, if you feel inspired: Try a week of “life logging” in some form (see Thompson) and use the readings to think through the experience and the implications.
Consider Walter Benjamin’s The Arcades Project as an experiment in method—let’s call it archive-as-method. How would you describe its rules or features? What does it aspire to? What does it achieve? Point to specific moments in the text that interest or excite you and go from there.
Pay a visit to an official archive of your choice and spend a few hours exploring its collections, following whatever interests or intrigues you. Using Farge and/or Steedman as a point of entry, consider your experience as an encounter with both the space of the archive and the materials it contains.
The collection I will consider does call itself an archive, though it is very different from the mystique-bound building with the “motifs and columns” and “labyrinth of corridors” that Mbembe describes (19). It exists only on the internet, so, though it does offer a variety of design schemes (“skins”) with which to view its content, and though it does contain something of a labyrinth of hyperlinks through which its visitors navigate its holdings, it does not possess—according to my subjective interpretation, at least—“the nature of a temple and a cemetery” (19). The collection in question (I am not sure I should call it an “archive,” given that it exists in some ways in opposition to a collection of official state or scholarly documents like those referenced in Manoff’s essay) is the Archive of Our Own (archiveofourown.org), “a fan-created, fan-run, non-profit, non-commercial archive for transformative fanworks” in various media formats.
The AO3, as it is often known, for its initials (and as I will call it, so as to avoid the potential confusion inherent in referring to it as “the Archive”) presents visitors to its home page with a menu bar including four options: “Fandoms,” “Browse,” “Search,” and “About.” In so doing it privileges the organization of its collected works by “fandom,” that is, by the source material on which each transformative (some might say derivative) work is based. Fandoms are categorized by the media format of the source material: “Books & Literature,” “Movies,” “Video Games,” etc. This structure gives pride of place to the source material—so that, if I am seeking to view transformations/derivations of Shakespeare’s plays, I will know to click on “Theater.” When I do so, and am taken from the home page to an alphabetical listing of dramatic literature, I can click on “S” for “SHAKESPEARE William – Works,” or, if I am looking for work based on (for example) Hamlet specifically, I can click on “H” and find “Hamlet – Shakespeare.”
This organizational structure makes sense to a degree—if I were not familiar with Hamlet, I would probably have trouble following a good deal of written stories or audiobooks based on the plot and/or characters of that play. However, this organizational structure also tacitly reinforces the social hierarchy that places fans (the creators of transformative works) as subservient to professional “authors,” that is, the creators of “original” works (presuming one can, with a straight face, call Hamlet, or any one of (m)any of Shakespeare’s plays, “original”)—though it is also arguable that these “authors” are privileged not so much for their works’ (debatable) originality as for those works’ economic viability under current U.S. intellectual property law and the realities of present-day capitalist systems. Works published to the AO3 are free for anyone with an internet connection to view(/read/listen to); they are not intended as money-making ventures, and as such are to some degree denigrated in the larger culture, and even, as I have explicated, in the primary organizational structure of the AO3 itself.
Further exploration of these issues will take much more space than a single blog post allows, but I hope it is clear that, when one widens one’s definition of “archive” to include digital collections in addition to physical repositories of documents, and to construe “documents” as “simply objects that convey[…] information,” as Paul Otlet has proposed (Manoff 10), questions of the nature of the power vested in archivists’ hands become much more complex, colliding with traditional theories of archives in interesting and provocative ways.
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