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April 2008 Archives

Creative Sampling, Creative Sharing: Samples for the Children of the World.

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Last week I found out on the Internet a great resource for all of you interested in sampling and making music, sound art and sound collages without violating copyright laws. "Samples for the Children of the World," a huge collection (up to 10 GB) of new and original samples (sound recordings) has been released under the Creative Commons license by a group of students, professors and alumni from The Berklee College of Music. Although the samples are originally donated to support the One Laptop Per Child project, the Creative Commons license that all these samples have makes them available to everybody. The only condition for sampling them is to attribute the work in the manner specified by the author. 

As DJ C says in the DJ Culture video exemplar we produced last year here in NML, "Sampling in music is when you take a piece of pre-recorded music and you then use it, as an element, to make a new piece of music."  Musicians and sound artists use these pieces of recorded sound as the building blocks of their works.  Nowadays, the music production technology is based on this practice. The sampler is actually one of the standard instruments for music studios and for live performances both as hardware and software. You store recorded sounds inside a sampler and then you play them, change them, and trigger them as the notes of a grand piano. Imagine that, any recorded sound can become a note in a keyboard or in a drum machine.

The problem with sampling is of course copyright, the property of the sounds. Sounds belong to the people who hold the copyright of them.  As DJ C says, "A big dilemma with this electronic music culture is that when you are sampling music that you don't own the rights to, because someone else is the copyright holder of that music, then you are putting yourself in danger of being sued." Since the final decades of the last century, many musicians and sound artist have been fighting for a more free culture concerning the sharing of sounds.

plunderphonicsIn the 80s, Negativeland and John Oswald made a big buzzzzzzzzz in the margins of popular music and goose-bumped the music industry with their quite subversive works. The speech "Plunderphonics, or Audio Piracy as a Compositional Prerogative" presented by Oswald to the Wired Society Electro-Acoustic Conference in Toronto in 1985 stands as a digital sampling manifesto. Of course, both Negativeland and John Oswald were sued. Closer to the main stream media and the trends of popular music are many examples of sampling practices, from hip hop to ambient, from house to drum and bass, sampling is everywhere.

In the 21st century copyright is changing and thanks to the creation of the Creative Commons licenses, sound recordings can be shared with others. Actually, any kind of creative work can be shared. Pictures, poems, novels, songs and videos could be remixed and copied if they have these licenses. Making collages, remixes, cut-ups and mashups wont be anymore an infringement of copyright if one uses works that have Creative Commons licenses such as Atribution or Sampling Plus. We can share these works (copy, distribute, transmit) and we can remix them (adapt them, make something new from them). Of course, there are also public domain works and royalty free songs that are available for sampling and remixing (you can find these kind of works in the internet archive and in pdinfo).

The giant library of sounds that the people from The Berklee College of Music have released under the Attribution 3.0 license is not an isolated island in the culture of sharing and sampling. A quick look at CCMixter (the Creative Commons website that supports audio sampling, sharing, remixing and cutting-up) reveals several projects that are worth looking for all the children and creative people who wants to sample and remix audio. I definitely recommend checking the freesoundproject and as well the Wired CD. The first one, a expanding collaborative database of Creative Commons licensed sounds; the second, an album released by Wired magazine, Creative Commons, and sixteen artist (including Matmos, Thievery Corporation and the Beastie Boys).

Academic Resources from Howard Rheingold

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Howard RheingoldAs an academic advisor to Project NML, one of the things I do is try to keep my finger on the pulse of the research happening in the areas of media and literacy studies.

When I stumbled upon Howard Rheingold's syllabus for his graduate course on virtual communities and social media, I was excited. Many know Rheingold's work as the author of the book Smart Mobs, but he's also a terrific scholar and teacher at UC-Berkeley's School of Information. As he describes it, his course is directed toward graduate students, enabling them "to understand the kinds of analyses applied by different disciplines to questions about community, to apply methodologies of different disciplines to contemporary questions about media, technology, sociality, and society in a variety of settings, and to establish both theoretical and experiential foundations for making personal decisions and judgments regarding the relationship between mediated communication and human community."

I think his online resources are useful for anyone interested in this area, however, and I'd encourage folks to take a look at his resources for Participatory Media Literacies. It's absolutely incredible how many tools, sites, and sources of information are listed there. Truly a wealth of information! Thanks to Howard and his students for compiling it.

new NML postcard

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Just wanted to share the new NML postcard; the front describes the Teachers' Strategy Guide, and the back describes the Learning Library.  We'll be distributing these as we travel to conferences and events.  The card was designed collaboratively by Geoff Long, Erin Reilly, and Anna van Someren.

Thumbnail image for smpostcardBACK.jpg
Thumbnail image for smpostcardFRONT.jpg

Online Privacy

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387838228_c0290a31db_m.jpg

Earlier this month I looked through my childhood diary after so many years. I thought that I had an explicit idea of who I was and what major things shaped my identity. But surprisingly I came across memories that I had forgotten completely. Some of these memories gave me a better idea of why I am doing what I am doing at the age of twenty-six.

Reading in a Participatory Culture: Teachers' Strategy Guide Update

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Take a look at this quote from Colin Martindale, in an article called "Biological Bases of Creativity":

"It would seem that creative productions always consist of novel combinations of pre-existing mental elements.... To create, then, involves the realization of an analogy between previously unassociated mental elements."

I love this quote because it emphasizes the role of appropriation in the creative process. It's something we're thinking about a lot as we develop our first teachers' strategy guide, called "Reading in a Participatory Culture."

NML Blog - Update - Teachers' Strategy Guide

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How can one media be seen to influence another? This week, I'm looking at this issue for our Teachers' Strategy Guide for the unit "Adaptations and Translations." This unit focuses particularly on the transmedia properties of both Herman Melville's novel Moby-Dick, and a modern theatrical remix of this story, "Moby Dick: Then and Now" created by the Mixed Magic Theatre in Pawtucket, RI. In general, the NML skills (as discussed in our NML whitepaper) we are focusing on in this unit are appropriation and transmedia navigation.

Feedback on elements for LL

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Hey, Anna and the rest of the NML team,
I'm attaching several docs to this blog for feedback.  The more Russ and I brainstormed the info architecture, the separation between user (ie member who registers an account - w/ NML staff as alpha testers) and visitor became more apparent. For the purposes of the LL group, these docs represent the data flow for a user- anyone who interacts, participates, and manipulates the LL will need to create an account.

I completely agree with starting from a skill because it is a logical launch point for any element, and the more we brainstormed the more it allowed for some sense of structure but also kept it fluid.  Here is a flowchart to show basic info flow:

flowchart_nml0408.pdf

Below is a VERY rough LL interface but don't look at it for visual or graphical appeal.  It was more to give you a sense of how elements can interact with each other but with tying to a particular skill keeping in context the non-linear/nodal search features you wanted.  The 'nodes' themselves could be much more graphically themed, or iconic.  The idea is really that the search is less 'random' but doesn't feel that way to the user.  This same interface will be used for both a 'visitor' who wants to explore the site, as well as the member, the main difference is that the member will be able to participate with the elements (or destination pages) they select from the search.

LL_interface.png
 

It looks like we are moving away from the concept of a structured module and more a more exploratory way for teens to experience the LL.

Next are a couple of wireframes for a Member Profile.  The first is a general page, and the second shows an example of what would appear prompted by the Search Skills option.

wireframe_memberprofile.pdf
wireframe_memberprofile_search.pdf

Below is the element paper mock-up using "Blog" as an example.  It doesn't have to be overcomplicated but each element will need its own page with instructions to the user. The 1st page has the questions and requirements for each element based on our last conversation, 2nd and 3rd page should be more helpful in organizing content around an element. This doc only reflects the option for element "Blog".

PH1-CMS_Elements0408.pdf

Below are the wireframes for the Create an Element page...

wireframe_elements.pdf

wireframe_elements_blog.pdf


I also had the idea of scaling knowledge around the four c's so that students see this as a process...

Step 1 - Connect:  It all starts with a connection!  Register to be a member...

Step 2 - Communicate:  Post your opinions on someone's elements [can think of a better word later..]

Step 3 - Create:  Develop your own elements, remix from existing elements, etc...
[Russ wanted me to break this into two sub-sections - a) Create elements, and b) Create activities for the more advanced, or perhaps for the in-classroom settings ie adult-supervised.  Neither of us felt a teen would create offline activities on their own, but that could be something to run by a focus group.]

Step 4:  Collaborate:  Share with the community!
[This is where we can talk further about integrating a user's created element with social networks, or creating widgets, etc.]

Russ and I are brainstorming the tech pieces and will have more on that soon.  We, and I suppose like you all, are still mulling over the "Activities"- meaning where to house them, who gets to create them, why they would, and how that gets displayed.

Clusterball and Drawball: Visualizing the Web in Circles

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What does the web look like? Somehow, millions of people and ideas are mashed together and create an intricate cluster... or is it more like a messy canvas? I wanted to share two projects that have fascinated me recently. Each of them represents the internet in different ways. Drawball is a site where anyone can spray paint their own little part of a huge circle of graffiti. Clusterball is a project that tries to show different pages from wikipedia as interconnected dots.

What's in style? Moby Dick and Appropriation Pranks

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So, this first part's no joke... This weekend, I was talking to one of some of my old Teach For America friends about our Moby Dick  Teacher's Strategy Guide. They were really excited about the prospect of having a set of activities that brought the new media literacies into the English classroom. Of course, my science teacher friend was wondering about when we'd have something for them. I told him that the best things come to those who wait...

What does this have to do with pranks?

Radiohead and the Transmedia Exercise: What's Not to Love?

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collaborate.jpgThough I'm a passive fan, at best, of the British alterna-band Radiohead, I've recently been following their creative efforts with great interest. I was intrigued by their decision last year to offer up their most recent album, In Rainbows, through a "pay-what-you-want" system--meaning fans could download the album and decide how much to pay for it. (According to media reports, the majority of fans chose to pay nothing; the average payment from the remainder came in far below the typical royalty payment of $12-$15 per album.)

NML@AERA

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This week a big group of us went to AERA to present materials and see other presentations. AERA is the American Educational Research Association, and educational researchers from around the country come to share their ideas and findings. I was told this year's conference had 16,000 participants (!!), and it took place in New York City at four different Times Square-area hotels for five days.

The MacArthur Foundation's Digital Media and Learning grant-recipients were there in full force, with about 15 sessions and a large reception celebrating the work of the various grant winners. It was wonderful to feel like a part of that group of dynamic researchers, and to meet some of the people I had only heard about.

Personally, this was my first time attending AERA, and I am already planning to go next year! I have been to a few conferences, but this was my first experience feeling such collegiality and camaraderie at an academic conference. Besides the MacArthur grantees, a highlight for me was attending a professional development session on Qualitative Analysis of Video: Using Video and Audio as a Data Source led by David Woods of the Wisconsin Center for Education Research and Kay P. Uchiyama of the Poudre School District in Fort Collins. This session was very useful for our research at NML because I'm starting to plan coding of video interviews for some of our upcoming research and publications.