DH Blogpost #8-Mapping Accidental Art

Mapping Accidental Art- A Custom Map

About: The intent of my seminar project was to create a visualization of student work from a class assignment on identifying the formal elements in their daily lives.

Focus: The existing assignment is one of the ways that we learn about the Formal Elements in Art (line, shape, color, texture, value, space, pattern). The assignment is for non- studio classes, and one of the course objectives is to obtain a deep and useable comprehension of the art terminology. This assignment, in addition to quiz and discussion, allows for a more creative exploration and presentation of student knowledge, and a more interactive form of assessment. It’s also more fun than looking at a projected art work and answering quiz questions.

To date, the students have been doing the assignment and posting it on our class blog, but the DH seminar let me think about a way to add on to the assignment, which hopefully will be expanded and fully implemented next semester, and will allow students a greater comfort in using visual mapping tools.

I used Google Maps’ “Custom Maps” tool and added titled markers to where the Accidental Art was captured. Screen shot of Accidental Art map.

Our Accidental Art Map

I tried to add the individual pictures to each marker- but without luck- so instead I linked each marker to the specific blog post where the picture, title and student’s written description appear. I would love to have all the info right on the map - image and description - but that’s maybe for a future version.

 

 

 

Screen shot of a marker with link

Here is what it links to- the blog entry with the image and descriptive text.

Another option was to include the descriptive text with the marker, but without the picture that seems strange. (below)

Pedagogical Value & Impact: Using the custom mapping tool as part of the assignment allows for it to be visualized in a whole new way, which I think is engaging for the students, as they become content creators for a map that they can then follow and share. It’s impact as a visualization of our class work is also valuable, as it shows the collective work. Practically, it’s also easy. All the students already have gmail accounts for our class blog, so it’s easy to ass them as editors of the map. In addition, I think introducing and using custom mapping allows students to imagine other potential applications, and familiarizes them with a powerful and fun digital tool.

Blog Post #7 - Exploring Data Visualization

I looked at the Rolling Stones on Tour, the MoMA one on Inventing Abstraction, US Baseball Statues- which was really well thought out- every marker on the map gives you the most basic info, but importantly it gives you a link which opens in a new window (a BIG plus) that shows a picture of the statue and the location, inscription and details. It terms of visualizing data, it clearly shows concentrations of statues- like New England & Mid-Atlantic, which correlates to the history of baseball, so that could be a starting point for questions.

BUT whoa- then I got to the Guardian’s NSA site- and then pretty much spent the next three hours here. It’s amazing, because it’s so through and instantly engaging with video and interactive graphics. And EASY- (as opposed to the Wikipedia by Gender page- which was clunky to use. (What they should really track is how many entries about women get “edited”/defaced by men i.e Feminist Blogger Anita Sarkissian 

But back to the NSA- (Q: Am I being data-tracked right now for even typing the letters NSA? A: Highly likely)

The Guardian Newspaper is the main author here- which would make sense since they were the (brave) leaders in covering the Snowden/NSA docs. They use compelling writing, video and graphics to present the information. Also it is clearly laid out and easy to navigate. There is a lot of information here: historical, first- person accounts (in video) from a variety of sources, I didn’t sense a bias, it’s pretty objective, unless you love being spied on.

I think the presentation tools and content would suck students in and really engage them. For example, the site has a interactive tool that where you put in the number of FB friends that you have, to illustrate the NSA’s 3-Hop Rule for spying on you.

     

   “You don't need to be talking to a terror suspect to have your communications data analysed by the NSA. The agency is allowed to travel "three hops" from its targets — who could be people who talk to people who talk to people who talk to you. Facebook, where the typical user has 190 friends, shows how three degrees of separation gets you to a network bigger than the population of Colorado. How many people are three "hops" from you?”

Also another EXCELLENT interactive data visualization is about halfway down in section one- relatively quick in the overall read- that shows you how many giga/terabytes of info the NSA has collected on you since you starting reading the article. 
 

SCARY!!

I think all of their visualizations are very effective- one of the main strengths is that there is an instant appeal,  from the surface level of - to the ones that make you linger longer- like court docs (via scribd) or posting the ENTIRE Prism powerpoint (which through its most hideous design makes the best argument ever for why everyone should take a basic art or design class.)
 

This would get a C- at best.

In one of my classes we do a data-tracking of ourselves, a self-surveillance in which we collect data and then translate that data into visualization/self-portrait through data. I would use some of the site in introducing the topic/project, like this one about how we generate data trails: 

Although this site is probably not the exact right fit, (I would use artist examples) I would probably assign this as a bonus reading because I think it’s a real eye opener, that would really have students think about they way data is collected and about civil liberties, and then also maybe think about how artists can resist and rewrite the existing situation.

Blog Post #5- Exploring a Mapping/GIS project

First I used Myths on Maps (btw: The PLS speed dial has an image which says  “Mapping Texts: Texas Historical Newspapers" but it links to Myths on Maps.)

It took me a little bit to figure out how to navigate it in useful way, since it doesn’t link to the home page explaining how to navigate but instead takes you right to the map tool. Myths on Maps uses the texts of Apollodorus’ Library and Epitome and locates character names and sites onto a Google map. It has different view/search options- you can read directly through the text which has hyperlinks to the map tool, or you can use the map itself and search by location (ex: Thebes) and then use the sidebar to see characters, events and text citations.  It was a little buggy and there were lots of error pages but it was pretty great. I could see how this would be useful if you were teaching with these texts as it gives a good sense of the geographic area of the Greek Myths, in a way that seems “real” today. The project was made at the University of Victoria, and since it’s an academic source and so closely linked to a fixed text, it would seem to me pretty reliable and responsibly curated.

Screensnap from Myths and Maps, search term: Thebes

 I also tried Google Sightsmap, which uses crowd-sourced photos and locates them using a photo's metadata onto a google map. The data is based on photos from Panoramio, a geolocation based photo sharing service. The Sightsmap lets you see how “hot” a place is based on the amount of photos that have been taken and uploaded at certain places. It uses the basic Googlemap format so you can scroll to zoom in and move around, and the more you zoom in, the more information and actual user photos you see, you also have the option to show tags in a wordcloud so you can see what people are saying. Below are some screensnaps showing the different options for Alexandria, Egypt. There is an instant pleasure factor with this site, even if you are just browsing without intention.

Sightsmap was simultaneously really cool, really banal and really creepy. Cool because it’s fun and I did spend a lot of time looking at things, banal because pretty much everyone takes pictures of the same things in certain places, and creepy because it’s yet another example of free labor provided by users when they sign up and agree to Panoramia’s terms of service.

I think Sightsmap would be really engaging for students, and could be used as a prompt for many creative activities, and could also bring up an interesting conversation about being mindful of what we provide and control when exchanging our information/data for free.

Screensnap from Google Sightsmap

tag based word cloud

showing a closer zoom, individual user photos appear

Example of a typical user photo for the Alexandria Library

Here was one photo where a user actually went inside the library. 

Blog Post #4 - Seminar Project Planning

What I’m thinking about is to make a student driven/student centric tagged map. There are two options I’m thinking of for the content of the maps:

#1 is to do a map of where students see art around them in their daily lives- in their neighborhood, at school, during their commute, etc. (This is based on a writing assignment I give in Art & Society class, where students have to find, photograph, discuss the work/location.) I thought this would be a good activity because they’re already using blogger and images and maybe that would be a good connection (since I think the Google maps can be easily linked to blog posts?)

Pros: it’s an activity I can replicate each semester and possibly with more classes, therefore having a greater number of students use DH tools; the material would be easy to gather since it’s already an existing assignment; it’s something doable in the PLS timeframe. Cons: ? (I can’t think of any.)

#2 is inspired by the way I see common spaces used at LaGuardia, and how physical spaces can dictate student behaviors. For example the “Sun Room” space between E an M is always crowded- but very quiet. Students are usually laying down or spacing out or reading- it’s really, really awesome. The physical space just suggests meditative time. Compare that with the courtyard outside of the poolside café, (the concrete platform/stage) where students are always doing more performative things. Compare that with the window ledges in the 1^st floor E Bldg where its kind of raucous and more animated- and a real fashion show of styles.

I think it would be cool if there was a student Guide to campus based on student driven categories- like where’s the best place to study, where’s the best place to people watch, where’s the best place to sleep, which cafeteria is best for what and when, etc. What would students tell each other about these places?

Pros: As a commuter campus, the map could give more of sense of campus life, community, and expose students to new places/people that they normally wouldn’t interact with. Example: I had no idea that we had a designated space for meditation/reflection in Bldg. C because I hardly ever had to go to C bldg. (Wonder what I am missing in the B bldg??!!) Cons: it’s ambitious and probably couldn’t be done in the time frame. Maybe I can just start with E and M bldgs? Not sure. Also, I remember reading that one of Dr. Doctor’s PTK students had made a LaGuardia app? Not sure what that includes but maybe some of these ideas have already been addressed there.

I downloaded and have been messing around with the Google earth tools- I think it seems like making a “sightseeing” Tour would be the logical choice. I think that could be the best way to visualize either of these ideas, by adding markers/tags and images/video to the tour.

(and then there is the third option which is to continue the obituary projects into something larger- I had a lot of good feedback on it so that was encouraging to develop it further- but whether that’s appropriate for the PLS I’m not sure since it’s not student based.)

I'd love to hear your feedback on any of these ideas.

Blog Post #3- Exploring Text Visualization Tools

People kept dying in February!

One of them was artist Nancy Holt, and after reading about her life/death in the Times, it got me wondering about the language of obituaries. So for my blog post #3, I compared a dozen women’s and men’s obituaries in the NY Times, using Wordle and Voyant- which was much more interesting!

First the issues- it’s hard to compare people- it’s subjective, arbitrary- so I tried to find pairs that would be the most like comparing apples to apples. 

Like: same profession, similar length of life, comparable volume of output/influence, similar kinds of work, similar institutional/popular recognition, generally recognized on an equal level and similar length of obituary. I also tried to get relatively recent obituaries- except for Georgia O’Keeffe (1986) and Clement Greenberg (1994)- most (the other 10) are from the past decade.

I KNOW, that’s pretty shaky ground to start on-but I was having fun with the idea and wanted to use the tools to see what I could see in the texts.

First I did them one at a time- one man, one woman- and these were the pairing categories:

Earthwork/Land Art artists: Nancy Holt and Walter De Maria

Big famous artists whose work appears on mugs and totebags:  Georgia O’Keefe and Robert Rauschenberg

Big famous artists who aren’t average kitchen table names: Louise Bourgeois and Cy Twombly

Big famous people you read in art theory class: Susan Sontag and Stuart Hall

Big famous critics: Ada Huxtable and Clement Greenberg,

Big famous Nobel Prize winning writers: Doris Lessing and Seamus Heaney. (Here I wanted to do poet vs poet –(Wislawa Szymborska) but thought maybe it’s better to compare English language literature since it’s an English Language newspaper??)

These are the results from a few individual comparisons in Wordle: 

Nancy Holt and Walter De Maria:

Doris Lessing and Seamus Heaney: 

Susan Sontag and Stuart Hall:

Then I did them all together:

Women: Doris Lessing, Ada Louise Huxtable, Nancy Holt, Louise Bourgeois, Georgia O’Keefe, Susan Sontag

Men: Seamus Heaney, Clement Greenberg, Walter De Maria,  Cy Twombly,  Robert Rauschenberg, Stuart Hall

I also put them in Voyant tools because I wanted to compare how many action words/verbs were in the pairings, but found Voyant hard to use in that respect. I was able to get word counts for each word, but found it hard to select a grouping of words (like “made, wrote, said” all together) because the texts were long and the panel called Frequencies Word Corpus seems to only allow one page at a time (?)

So I tried it a little bit differently. I put in the words “work” and “works” for a few one on one comparisons. Here are the results.

The word work(s) in obituaries of Nancy Holt and Walter DeMaria- her obit is shorter, but more mentions of work/works- but if you count earthworks, he has a few more.

The word work(s) in obituaries of Doris Lessing and Seamus Heaney- her obit is longer, but with fewer mentions of work.

Then, there was this- a big difference in occurance of the word work(s) in obituaries of Louise Bourgeois and Cy Twombly: 

 

Next, I put all the Women’s obituaries together and all the Men’s obituaries together, creating a larger corpus, and did the same search- there was a noticeable difference, even though the total word counts were relatively similar. 
Women Total word count: 10,228; work(s) mentioned:34 
Men Total word count: 10,405; work(s) mentioned: 57

I think what I learned here is that the corpus has to be big to really see patterns evolve. It would be great to do this on a really large scale, to see if the same patterns would get larger. (Reinforces the Moretti article.)

In terms of students doing this: This was fun to do, there’s a visual pleasure right away with Wordle, but to get a little deeper, with Voyant, took time and effort and also a deep curiosity on my part. I think you have dedicate time to learn how to use the tools and start out with a good question- a question that leads to more questions. I think students would have to use material they are deeply interested in to start the process of a committed exploration- and then see all the possibilities of looking at the data from different angles.

PS: I also tried Docuburst, but I’m not exactly sure how to read these results accurately. 

Blog Post #2- Challenges and Opportunites in the DH

The Moretti article presents the idea of using graphs to trace the rise of the novel in a few different cultures (mostly European) and discusses how the graph data has been used correctly or incorrectly for various interpretations. He discusses how literary criticism- which has not really had a use for quantitative analytics- could be enhanced and effected by incorporating this type of data. He starts out by saying the traditional models of literary analysis (comparing it to older methods of historical research) focused on exceptional events as the primary area of focus, but Moretti is suggesting that is all the other stuff- the not so extraordinary, the everyday and mass data- can be even more useful. In this he is suggesting an opportunity for better, deeper understanding.

He describes the benefit of big data/graphs: “… a field this large cannot be understood by stitching together separate bits of knowledge about individual cases, because it isn’t a sum of individual cases: it’s a collective system, that should be  grasped as such, as a whole—and the graphs that follow are one way to begin doing this.”

What he is suggesting is that there is a greater value in looking at larger data sets, rather than isolated incidents-more macro than micro- because the larger data can reveal patterns and systems which are likely to be more useful and accurate in research.

He also (importantly) mentions that the gathering of such data is a collective and shared effort, and that the scope of this kind of research benefits from collaborations since results can be combined in multiple ways.

He supports his ideas by examining the how rise and falls of genre novels can be overlayed on the more general “rise of the novel” measures, and also how other factors (politics, generational shifts, trends) can affect the preliminary assumptions.

Because the new scholarship he is discussing are graphs, I don’t see him as blowing up any ivory towers. I can’t see any traditional humanities scholar being horrified by this- it’s really just looking at the same information (the rise of the novel) with fresh eyes (quantitative graphs)- taking into consideration other relevant information. I would hope that a traditional humanist would see it as an enhancement rather than a threat to traditional scholarship.

I think students would be very receptive to multiple ways of analysis- especially the ones with visualizations, but I think it’s important to have them stand in relationship to other sources. Data is most useful when viewed through multiple contexts. For example: English books imported in India as a graph relates one thing. Considering other data like information of the political climate, the cost of paper at the time, even sailing data patterns etc., changes the way we would read the data.

A graph, although we like to think of them as neutral or unbiased is so open to interpretation, if it’s isolated as a singular source. As pointed out in the article, It’s the layering of information gathered by the graphs that provides a real understanding.

Blog Post # 1- Beyond Two Cultures

I’m not sure how much I buy in to the idea of two cultures. On the one hand it feels like a limiting stereotype that gets manifested, (like girls are better at English than Math) but on the other hand I do know that certain fields are definitely more comfortable for me as a learner and practitioner- I love using drawing & photo apps, but have no deep desire to make them!

I guess the areas where I cross over are in some of the methods I use in my art practice- where my main area of focus has been visual representation of narrative. The work has taken the forms of paintings, installations and books, which are based on various methods of text/data visualization. Much of my work is based on mapping – using the visual symbol language of cartography to house narrative. Time, experience and other ephemera get situated in maps, charts, lists- forms we read as “true” or “scientific”- adapting a quantitative schema to track the qualitative. I’m also interested in narrative beyond a purely text-based, linear form, and how different visualizations of text can suggest different readings.

I teach mostly studio painting and drawing classes, and I would say that the art students sometimes do see a distance between art making and Science/Math. We use mathematical concepts in drawing- scale, perspective and of course in color mixing in painting, but I often hear groans when we use a simple grid method for enlargement. I think the connection to digital humanities can be introduced as a more conceptual strategy-what methods of DH tools, like analysis and visualization, can be brought in as ideas for art works? How can we use the existing DH tools for research and information to make a painting- like using photo archives? How are artists manipulating technology for their work? How can we use the devices that are using us?

It feels more difficult to think about incorporating DH into studio-based classes, but I think assignments can be built around students using them as research tools, which would at the very least expose them to existing resources and how they can be used.