#module 3

These chapters and particularly Benson's bring up the role of positive/negative reward pathways in playing that I think is an interesting connection back to Stuart's Ethics as well as creating new links to biology (these terms are frequently used in neurobehavioral studies). With these player-centric theories that focus on play as biological--are we giving something up for this definition? I also notice the focus on the individual was key in the writing outcomes as well though all of these theories in one way or another acknowledge the social aspects of learning and play. I feel like in some ways we are gaining a more refined definition of play in these recent chapters but I'm trying to make it make sense with some of Huizinga's claims and even Stenros' own "spirit of play." I guess both can exist simultaneously (as is common in play characteristics) I just think it is interesting that there seems to be a return to the aspects of play (and writing) that are physical/biological. Is this a tension that is just central to play? We've encountered about 60+ years of theories and all of them seem to share some of this tension.

Warduke - Module 3

Self-released

Exercise #3:

Instead of going the serious route, I decided to have a little fun with this exercise.

I love the show Chef’s Table on Netflix and I was watching it the other night and laughing with my boyfriend about the concept of an episode set in a McDonalds when this project hit me. So, I downloaded the opening credits to Chefs Table and isolated the audio, then I downloaded a ton of Arby’s commercials and simply cut and edited little clips to match up with the music.

For this project, I focused heavily on the concepts of creation vs. destruction in relation to the term “vanishing”. I also found a lot of inspiration in Sean Cubitt’s quote “Art has always been an attempt to cheat or at least outlive death; to secure some record of presence that would fill in for the real absence of the deceased.”

My grandma passed away last week and so this concept of living in memory and in action after death has stayed heavily on my mind. I considered creating a piece detailing the lifetime of a person (starting as nothing, creating a life, and then vanishing once again into “nothing”) but due to the time constraints of the video I decided to continue brainstorming. Then, I began to think about Cubitt’s piece again in terms of surveillance. As an art history major, I am constantly fascinated by the documentation of life, and I began to think of the documentation of our cities and the destruction that often befalls them.

With this in mind, I turned to videos of controlled building explosions. Initially I meant to begin with the building exploded, build it back up, and then have it explode again, but it felt a bit redundant. If you already know the outcome of a scenario in a video, people are generally less likely to view it. So, instead of viewing vanishing and becoming through the lens of creation, I decided to view it through the lens of destruction. Through this video, I’m hoping to potentially convey that destruction of an object or the clearing of a space that was once occupied can, in itself, be a method of creation and becoming. Also, in the taking of these videos and through pictures from decades past, though these buildings no longer exist they still live on in our memories and in our histories.

From a technical standpoint, to be honest I’m fairly unhappy with the outcome of this piece. While I felt comfortable with the last exercise, something didn’t seem to click with me while attempting to edit in Adobe Premiere this time around and I really struggled throughout the process to the point that I essentially decided to call it “good enough”. I hope to continue experimenting and return to this video in order and add many more layers of dimensionality. I also struggled with the time constraint as it felt difficult to convey a meaningful narrative in such a specific amount of time. 

Leave out missing data from the evaluation:

I've created new culomn 'RankOfIncome' for making category for the range of 'incomeperperson':

Ranks:

A: incomeperperson > 10000

B: incomeperperson in 5000 - 10000

C: incomeperperson < 5000

Replace empty cells with category (nan -> 0):

Statistical analysis of variables A, B, C:

Recoding C->A, A->C into a new culomn 'RankOfIncomeReversed':

Statistical analysis of the reversed variables A, C:

I did the same evaluation for 'urbanrate' where I categorized as follows:

urbanrate > 66% : 'A'

urbanrate in 33-66% : 'B'

urbanrate < 33% : 'C'

As 3rd variable I did the same evaluation for 'lifeexpectancy' where I categorized as follows:

lifeexpectancy> 75 : 'A'

lifeexpectancy in 60-75 : 'B'

lifeexpectancy < 60 : 'C'

Summary:

I made evaluation on the income and ranked it to 3 categories. I’ve  categori A a for more than 10,000, B for between 5 and 10,000 and C for less than 5000. I've created similar statistics on urbanrate and lifeexpectancy as described above.

Once I created these variables I could make evaluation on them so I defined the number of the elements which falls into one category and also created the percentage of them.

Here is my opening paragraph and a brief plan for my essay - let me know what you think!!

Graduate writing takes place in a liminal space. It’s liminality is derived from the synchronous act of existing in the past, present, and future of the writer. While this may be true of all writing, graduate writing seeks an acute awareness of this temporal coexistence through discussions of pedagogy and skills that look at metacognition. This paper delves into the three levels of temporal existence in graduate writing and what they mean as a synchronous whole to create a definition of graduate writing that centers the experiential nature of graduate writing. As such, this graduate writing can be seen as an expanding horizon of disciplinary knowledge that recognizes and applies diverse methods and frameworks on multiple levels of audience familiarity with a distinct awareness of the processes and ideologies that go into this work.

To more fully understand this definition of graduate writing, here is my basis for a definition of writing itself. Writing is an iterative process of organizing, construction, and assessing knowledge utilizing representational symbols with distinct forms that are built upon cultural and social traditions.

Brief Plan:

Past

               Reflection/Metacognition, Portfolio

Present

               New and exciting work, texts, media, forms, experiences (conferences, events,              speakers)

Future

               Professional development

               Conscious multiplicity of production

Temporal Integration/Conclusion

               Making peace with the knowledge that there is so much more to know

               Building and maintaining webs of knowledge and connection

[3/13/23]

PINOY PRIDE!! WOOO WOOO *AGILA NOISES*. Just kidding. Only did that in instinct due to this module’s topic. Our self can also be defined by our culture and the traditions of the society that we are born into. No man is an island and that statement is mainly applied in this topic as we explored how society can be a big factor in your journey to finding the self. I agree with that too, as who am I if not for the Batchoy that runs in my veins.

All this culture and identity talk made me suddenly think of this meme. This meme is funny because being Filipino feels like living life in hard mode sometimes. I mean, the recent elections were already tough as it is, there comes natural calamities soon after. I know that “resiliency” has been an overused description to describe us to the point of exploitation, but as I continue to go through this university, it’s a trait I’m willing to identify myself with. 

Well up until I graduate I guess, but that’s a thought for another time aha.

Also, sir made us talk about our cultural symbols and of course i had to sneak in my boy, Batchoy in that activity. It was love at first bite. God, I love being an Ilonggo for this 1 single reason.