BAB Final Project Check In #3 Due 5/8/17 @ 10:00 pm

For this next check-in, you should complete a mock up for your book.  You  should  upload a photograph of the mock-up to the site.   Depending on your book, you may  need to upload photos of more than one view/angle of the mock-up book.

You should also submit a detailed outline or summary describing any details about the book that are not evident in the mock-up.  These details may include both content material (i.e. narrative, pictures, facts that will be in the book) or formal details that are not present in the mock-up (i.e. you will paint the binding black or weave in more fabric somewhere).   Please indicate an estimated date/time for when you hope to complete these other tasks.

If  you prefer, you may consider placing your mock-up on a large sheet of paper, and then using lines and captions detail  on the paper some of the formal and content elements you will add to particular places.  This option means you can just upload pictures, as the text will be a part of the pictures (showing  up on the paper around the mock-up).

THE PURPOSE of this check in is to make sure that your project is feasible, and that you can realistically complete the project by the end of the course.  I ask you to submit a mock-up because, even the greatest outline and well thought-out logistical to-do list can’t foresee  everything. Often there’s no better way to find out whether something’s not working or not than to actually try it.

Please keep this above described purpose in mind  and do your best with this check in.  Every group’s check in will be at least slightly different.  HOWEVER every group, should be posting a picture of  prototype (or sample copy) of your book + a  detailed description of the content material and a “to do” (+dates) list.  

BOOK-ABOUT-A-BOOK PROJECT, CHECK IN #1: Due 4/24/17 @ 9am

By 9:00 am, Monday, April 24th  one person from your group should post a description of what your group plans to do for the book project.  Remember to check all relevant category boxes. If your group is a little undecided, you may propose two descriptions (but no more than two).   Each description should include a WHAT and a WHY. 

THE WHAT is a detailed description of the book (e.g. Making hand bound books from wasted copy paper from expired campus flyers.  OR Launching a digital children’s book. OR Choreographing a living book where various students dressed in the words of various pages of the book walk around individually and come together.  OR anything else.)  You should be as detailed as possible about the WHAT.  Don’t just say you’re going to make a physical book or do a performance.   Explain the nature of the physical book (size, material, etc.).  Detail the vision of the performance (Improvisation? Scripted, Lyrical, Dance? Musical?  Three acts? A one person show?  A Musical? And so much more.)  Your description should be 2-3 paragraphs.

THE WHY is where you reflect on how your WHAT satisfies the requirements of the assignment (please see the assignment description).  You should explain why you chose the form you chose, and while your explanation might be partly out of personal interest in that form, you need to articulate a rationale that relates that form/medium to the content of your book.  How does the form of your particular book speak to the themes/questions/claims you want to highlight in your book?  Your WHY should at least be 2-3 substantive and informative sentences, but if you want to write more, you are welcomed to do so.

I gave a quick example in class using The Scarlet Letter, but here is another detailed example:  Maybe my group is doing the physical book made out of recycled campus flyers.

Maybe we came to the idea partly because we were just joking around and partly because half our group is passionate about making Baruch more green and the other half just thought the idea was cool.  That’s a fine way to come to the idea (the logistical details of  which we will spell out in the WHAT), but then in order to produce a strong WHY, we had to do the WORK of considering how a book made out of expired campus ads might speak to the ideas/themes at play in our novel Beloved?  At first it was tough, but then we thought of two things, one that the main character was a fugitive slave, and so there’s something in the print ad that resonates with the danger of escape and hunt.  But also the ads we are using are expired, which signifies a passing of the terror, but then by recycling them, we both honor the end of that present life of the ads while acknowledging that something of them lives on.

This WHY might be enough right here for the Monday check-in, but since the purpose of the check-in is to get the ball rolling, our group can go go further by 1) limiting the type of expired ads you used, so if you only used ads that seemed to ask students to market or sell themselves or conform themselves to the needs of institutions, well then you can now make your form in even better conversation with the content because just as the form speaks to the content (the ads for runaway slaves) the content of Beloved and the use of the ads in this way gives new life to the content of the ads, making us think about the content of those expired ads in a new light.

Graphic Narrative Assignment Due 4/12 (Plus Examples from Past Students)

Hey Everyone.

Remember your graphic narratives are due, Wednesday April 12th by 5 pm.  Your narrative should add or revise some aspect of your final project book. Think about it like fan fiction.  You can add a deleted scene, or a piece of back story, or a memory, or add a minor character, or change an ending, etc.  Just make sure you have some reason for your choice and some main objective that you hope to accomplish by way of the choices you make for this revision.

Please upload your picture as a compressed, jpeg file to the site.  Remember to check all appropriate category boxes.  If you feel extremely shy about your graphic narrative, you may email it directly to me.  Please know that being a perfect or super-skilled artist isn’t necessary.   What I’m looking for is thoughtfulness about all your choices from  panel size and layout, to color, to inking, and dialogue.  I am also looking to see that the product looks complete and finished.  While it’s not required that you ink, inking does help give the graphic a sense of completion, so you should consider inking, or at least inking the panel frames.

Don’t be afraid to do more than one draft!

Click Here: We Monsters to see examples of students’ finished graphic narratives.   Please note in the past the graphic narrative workshop was part of my Young Adult Literature course (ENG 3045) and not Great Works, so their assignment was different.  Instead of creating a graphic related to their final project book, their assignment was to make a graphic that engaged the ideas of adolescence and monstrosity.    All the same, I hope these examples  give you a sense of the range of possibilities.

 

Example Field Trip Write-Up on “Paper as a Vehicle for History and Memory”

Paper as a Vehicle for History and Memory

On Friday March 3rd, I attended the “Paper as a Vehicle for History and Memory” event, hosted at the Center for Book Arts on W 27th Street. It started at 6:30 pm and was supposed to run until 8 pm, but ran late till approximately 8:45 as there were multiple panelists scheduled to speak and each had dense content. The purpose of the event was to introduce the 2017 History of Art Series which focuses on Paper and Material Culture. As their flier describes, this year they will “investigate the history of paper and papermaking, how papermaking can change society, and how paper itself has “haptic” qualities which affect our experience and understanding.” The event was different from what I was expecting, as it was a very casual and sociable environment. When I first arrived, the greeters requested a suggested donation of $5-10, and then directed all of the guests to some of the galleries. These galleries showcased assorted paper samples, with different quotes and writing pieces. Once the panel began, 4 speakers were introduced as well as the topics on which they would be speaking. John Bidwell, a curator at the Morgan Library, presented on “Hand Papermaking in England,” by walking us through the history of 5 different papermaking factories that once existed. Lisa Gitelman, NYU Media Historian, discussed “Paper in Motion: Circulation and Authentication,” with an emphasis on the fact that documents do not need to be paper, but can be anything. Alexandra Soteriou, Papermaking historian, presented, “Behind the Sheet: Paper as Cultural DNA,” with a focus on India and Central Asia. Finally, Donald Farnsworth, Director of Magnolia Editions, presented on “Studio Production of Large Format 16th Century Paper for Contemporary Artists,” chronicling the process he took to recreate a piece of paper similar to one on which Michelangelo drew.

Alexandra Soreriou’s presentation was most effective in showing me the difficulty of making paper, as she described her discoveries from years spent researching the papermaking process in India and Central Asia. While in India, she found the ruins of traditional papermaking structures which had been said to no longer exist, as well as descendants of such papermakers. Families who were involved in papermaking would take the last name “Kagzi,” coming from the word for “paper” in Persian. I never realized that papermaking was a process that was so important to a group of people, that they identified with it through the name they passed on through generations. This consistent last name enabled Soreriou to track the lineage of papermakers in India and Central Asian countries and introduced her to hundreds of former papermakers and village record keepers who were able to help her chart the migration of papermakers from China to India. In addition, finding such members of papermaking communities gave Soreriou the ability to learn more about the importance of the trade in papermaking communities. Fathers would teach their sons to make paper, as it was a tightly guarded skill in those communities which made their livelihood from the craft. The papermaking villages, known as Kagzipuras, allowed everyone to get involved in the papermaking process, even the women who did not directly work to make the paper. It was quite surprising to hear that a task that we never think about on a daily basis, represented the entire life of a single group of people. As Alexandra Soreriou explained, it was common for 500-1,000 sheets to be made per day in those papermaking villages, and it was back breaking work for those directly involved. Every community that took part in papermaking, did so with some small differences. For example, in some Hindu and Buddhist communities, the women could also make the sheets, and in other villages, translucent paper was made using snake skin. Such differences also gave way to the opportunity to analyze the environment in which the paper was made, by determining what materials were used. In some cases, the paper was coated in arsenic to protect it against insects while in others, the new sheets were made out of recycled old ones due to the poor economy in the village. I have never truly appreciated the importance of a single piece of paper, and the uniqueness of the different forms paper comes in. Hearing about the detailed processes that go into making paper made it clear to me that we take the use of every single sheet for granted, and each sheet we throw out once represented the back breaking work of a papermaker in a Kagzipura.

I can use the information I learned at this event to help me in our book making project by viewing it from a very different perspective. I can take into account what Lisa Gitelman explained, and choose to create my book on a material that is not paper, being that it can still represent the same idea that paper represents. Another way I can use this event to impact my book is by broadening my view of how I will make my book unique by choosing paper that goes beyond a plain white sheet, such as the way paper differed in neighboring Kagzipuras. While I have not yet decided how I will approach the “Book about a Book” project, this event has given me a different perspective of the actual physical components that make up a book.

The next event which I plan to attend is Part 2 of the “2017 History of Art Series,” titled “Paper as Social Practice, Engagement, and Intervention.”  I look forward to being able to learn about paper in the bookmaking process as a continuation of this first event I attended. The next event is on March 17th from 6:30-8 pm, also at the Center for Books Arts. I expect the admission to be similar to this last event, in that there will likely be a suggested donation of approximately $5-10. Unfortunately, I will be unable to attend Part 3 of this series, therefore the third event that I plan to attend is “Images of Value: The Artwork Behind U.S. Security Engraving 1830s-1980s” at the Grolier Cub at some point in April, although I do not yet know what my schedule will look like. The Grolier Club is free for admission and is open from 10 am to 5 pm, Monday-Saturday, so I will plan to visit at some time in that range.

 

Graphic Novel Wkshp. – Bring Three Panel Graphic Strip Idea

For next Wednesday you should come to class with an idea of what you want to represent in your three panel graphic.   Think about a narrative with a beginning, middle, and end.  Having a beginning, middle, and end doesn’t necessarily mean you  have to squish a novel’s worth of action into three panel.  You can think about a scene or a moment.

Your moment, scene, panel should in some way engage the book which  your group is working on for the final book project. Think about the assignment as fan fiction in a a graphic art form.   So, for example, you might revise a scene in your primary text, or maybe you add an additional scene, or change the end or beginning.  Or perhaps your panel is something like a prequel, or the beginning of a spin off.  You can also insert  other characters from other stories, from  history, or your own life into the story.

While I hope you find the experience fun, you should also keep in mind how revision and adding and mixing can actually be a powerful way to make a point about  what a text is doing or about it’s limitations and possibilities.   Remember how in ABC the image of Chin-kee is a visual allusion and revision of the 1882 political cartoon in a way that calls forth so as to challenge and put pressure on the racist imagination at work in that image and how that racism persists even into the 20th and 21st century imagination of the Chinese/Asian other.  You might consider how your own graphic illustrations might engage something in the book you’re focusing on in such a way that helps make an argument or emphasize your interpretation of a key part of the novel.   Your group might decide to use some of the graphic illustrations in the final project.

Post Group Assignments

Here are the groups for posting on the smaller readings that we will ALL read throughout the semester.  For more on posting, please refer to the “Posting and Comments” page under “Assignments.”

POST GROUPS

A:  Alisha, Domonique, Hnin, Tom, Jasmine, Samantha, CJ, Danay

B:  Katherine, Jelandi, Mamady, Ruwani, Mark, Shannon, Ishaana, Jamaul

C:  Sarana, Gudman, Caleb, Media, Andrea, Sanam, Abby, Jia

Book About a Book Group Assignments

Below are the group assignments for the final “book about a book” project.  Because we only had one person on the Kafka, I cut that text. If your name is in bold, it’s because you were previously in the Kafka group or absent last Wednesday, so I have just assigned you a text.  Please let me know if you have serious reservations about the text to which you’ve been assigned.

BOOK ABOUT A BOOK GROUPS

Scarlet Letter:  CJ, Ruwani, Alisha, Domonique

Notes from Underground:  Mark, Jia, Media, Shannon

Quicksand and Passing:  Sanam, Gudman, Andrea, Ishaana

Little Prince:  Katherine, Tom, Jasmine, Jamaul

Beloved: Abby, Danay, Jelandi, Mamady

American Born Chinese:  Caleb, Hnin, Samantha, Sarana

BOOK ART EVENTS (Field Trip Options)

You are responsible for attending at least three of the following events.  You should submit a 2 page write up for each event you attend.

 

————-

Feb 1, 1-2:  Guided Tours by Curator, “A True Friend of the Cause Lafayette and the Antislavery Movement”

Feb  21 , 6:00 PM–8:30 PM, Columbia University, Talk:  “What Middletown Read: Rediscovering Late Nineteenth-Century American Reading Habits

Feb22- April 29, Grolier Club, “Images of Value: The  Artwork Behind U.S. Security Engraving 1830s-1980s”

March 3, 6:30: Center for Book Arts:  History of Art Series, Panel 1:  Paper as Vehicle for History and Memory

March 17, 6:30: Center for Book Arts:  History of Art Series, Panel 2: Paper as Social Practice, Engagement, and Intervention

March 31, 6:30: Center for Book Arts:  History of Art Series, Panel 3:  Paper as Haptic Experience

April- May 2017, New York Historical Society?

 

January 24 to May 26, 2017   Columbia University, Kempner Gallery, Rare Book & Manuscript Library, Harper & Brothers to HarperCollins Publishers: A Bicentennial Exhibition