Class, Fri, 3/24

Page and Screen

In groups, draw on your most recent post to create some notes on:

  • A taxonomy: What are some popular forms for the 60 Second Video?
  • Affordances and constraints: What can you “leverage and resist” in video that seems different from writing?
  • The experience of composing in video: What was fun? frustrating? challenging? satisfying?

To Do

  1. Mon, 4/03, class: Read Ronson to p.157. A response will be due on Thurs, 4/06.
  2. Have a great break!

Writing: The Affordances and Constraints of Video

What can you, as a student in this course, do in working with video that you can’t do in a written text? Conversely, what kinds of things is it hard to do with video that you can do more readily in writing? Affordances and constraints. Video and print. I’d like you to think about the relationship between these two modalities using the Concepts in 60 videos posted to this site.

Let me make an arbitrary rule: You should refer in your post to at least three Concept in 60 videos. Your goal should not be to evaluate these pieces, to say what you especially liked or didn’t, but to note what the medium of video seems to encourage authors to do and what it seems to constrain them from doing.

Deadline: Thurs, 3/23, 10:00 am. I’m eager to read your thoughts on this issue!

Class, Mon 3/20

Concepts in 60

Let’s watch them!

Screen Shot 2017-03-19 at 2.05.58 PM

Still footage from James Kretkowski, “How to Properly Watch a Movie at Home” (2017)

Defining a Genre

In groups of three or four: Using these videos as your archive, create a taxonomy of the 60-Second Video. Here’s a list. The rules of analysis are:

  1. You must divide the videos into at least three but no more than five groups. Each group must have at least two members.
  2. Try to come up with at least three defining features for each of your groups. Try to focus as much as you can on the form of the videos, not their content. (Many sonnets may be about love, but what makes them sonnets is that they have 14 lines.)
  3. Take notes and email your taxonomy to me.

Writing: The Affordances and Constraints of Video

To Do

  1. Wed, 3/22: No class.
  2. Thurs, 3/23, 10:00 am: Post your thoughts on the Affordances and Constraints of Video to this site. Be sure to use your group number as a category.
  3. Fri, 3/24, class: Read and comment on the posts by your group members. We will discuss the ideas and concerns raised in them in class.

Class, Mon, 3/13

Media Feed/ Questions About Concept in 60 or iMovie

Last Thoughts on boyd

  • Fastwrite 1: Find a tweet about boyd on #e397dr that you’d like to bring into our discussion today. Make a note of what the author says and what you want to say in response or extension.
  • Fastwrite 2: Reread boyd on the “rhetoric of digital natives” (197). Do you agree that this rhetoric is “dangerous”? Why or why not?
  • Fastwrite 3: Reread boyd on the “teens creating networked publics” (201). In your experience, does this happen or not?

To Do

  1. Wed, 3/15, and Fri, 3/17: No class! (I will be attending a conference.)
  2. Fri, 3/17, 4:00 pm: Post a link to your Concept in 60 to this site.
  3. Mon, 3/20, class: View as many of the Concepts in 60 as you can. Comment on the Concepts in 60 produced by members of your group.

Class, Fri, 3/10

Using iMovie to Edit a Brief Video

Guest Instructor: Nico Carver, Coordinator, Student Multimedia Design Center

Screen Shot 2017-03-09 at 10.58.01 AM


  • Crop a video clip
  • Splice two video clips together
  • Create a separate audio track
  • Create titles and credits
  • Search for videos and images using Creative Commons

To Do

  1. Mon, 3/13, class: Be ready to talk about how danah boyd develops her argument (or struggles to do so) over the course of It’s Complicated. I’ll be particularly interested to hear your thoughts on her last two chapters (on “literacy” and “public”).
  2. Wed, 3/15, and Fri, 3/17: No class! (I will be attending a conference.)
  3. Fri, 3/17, 4:00 pm: Post a link to your Concept in 60 to this site.

Class, Wed, 3/08

Media Feeds/Concepts in 60/ Questions

Mission Statments/Profile Statements

Fastwrite: Drawing on the advice that Fenton and Lee offer about writing Mission Statements (pp. 22–25), write a profile statement for your WordPress, Twitter, and/or Facebook account.

Using Twitter to Respond to boyd

Read the series of tweets that Nicole, Molly, and Graham have posted in response to boyd. Pick one that you’d like to add to with a tweet (or retweet, or reply) of your own. Be ready to talk about what interests you about what your classmate has to say about boyd.

To Do

  1. Thurs, 3/09, 10:oo AM: Post your Twitter response to boyd.
  2. Fri, 3/10: We will hold class in Room B of the Student Multimedia Resource Center in the basement of Morris Library. Bring your laptop with one or two minutes of video on it that you would like to play around with in class. (This does not have to be video that you are thinking about using for your Concept in 60, but it might be helpful  if it is.)

Writing: Tweeting boyd

In the next week or two, I’d like you to focus most of your creative energy on your Concept in 60 video. But I don’t want to lose track of danah boyd, whose It’s Complicated we all seem so far to have enjoyed reading and discussing.

And so, for your writing assignment this week, I’d like you to post at least five connected tweets that together form (or at least suggest) some sort of response to (or argument about) the second half of boyd’s book. You might want to quote, or summarize, or comment. or link to other relevant texts. I can also imagine two (or more) of you staging a kind of dialogue on Twitter about It’s Complicated, responding to each other’s tweets.

The form is open. Experiment. Have fun. My aim is to lighten your writing workload this week  a little bit (5 x 140 characters = 700 characters = maybe 150 total words?), while still asking you to continue to think seriously about boyd.

Please remember to use our class hashtage, #e397dr. And you might think about inviting danah boyd into the conversation. She tweets @zephoria.