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5298 lines
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ART IN THE AGE OF DIGITAL DISSEMINATION
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CLASS ESSAYS from a Fine Arts Course
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taught at the University of Victoria, B.C., Canada
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by Brad Brace, 1993
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Contact: lgammon@nero.uvic.ca
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or, Brad Brace, 503-230-1197
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-----------------------------------------------------------------
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-----------
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This Fine Arts course was the first "art & technology" course
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taught at the University of Victoria. The students involved were
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from a variety of disciplines (although, primarily visual arts
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students) and had for the most part, little or no previous
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exposure to computers. The Computer Lab at the University has, an
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array of imperious nerds intent on empire-building, 10 networked
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Sun workstations, a few slow Macintoshes, two flatbed scanners,
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one PC and some basic pagelayout and photo manipulation software
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primarily for the Macintoshes, basic sound/midi equipment, and a
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grumpy creative-writing professor who regularly shuffles down the
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hall to the faculty-lounge to wash out his teapot. This was
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enough equipment to provide glimpses of creative possibilities; I
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suspect that enough enthusiasm has been generated to warrant the
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purchase of additional equipment and software, and to have this
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course offered on a regular basis. A printing press would also be
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a nice adjunct to the existing traditional visual art
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departments. I have also offered to design and build a virtual
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text-based reality (MOO) for the Fine Arts Department.
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Although characterized as a "studio course" I felt it more
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appropriate to discuss the larger issues involving technology and
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contemporary culture and minimize the importance of a through
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"knowledge" of specific software. This was accomplished with
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handouts and discussions of pertinent articles, screenings of
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appropriate films, and contemporary music. Particular attention
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was given to networks and interconnectivity in general and of
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course, the Internet. Although this was an introductory course,
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the exposure to the various resources available through the
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Internet encouraged a phenomenally rapid grasp of both digital
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dissemination and the (Unix) operating system.
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-----------
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Course Description: "A flirtatious romp lightly over the
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glittering periphery of digital technology. Has art and the avant
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garde disappeared from view, gradually leaking into an
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all-pervasive generalized aestheticism? Could it be that
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something that might have once been called art is alive and
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flourishing between connected networkers... unbeknownst to
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implausible and incestuous art institutions? Are there really
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still artists around who think they're making art? Are computer
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systems virtually enacting the penultimate hierarchy, enforcing
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oppressive political privilege; or are they the new democratic,
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means of representation? Has the critical art press stood still
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under a deluge of new cultural publications? Have we *all* become
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artist? These questions and more...!
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"An introduction and collaborative overview and analysis of
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fairly recent, mid-range, cultural tools and their implied
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functions.
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"Students are encouraged to attend all classes and optimize
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their uses of the equipment while exploring various venues
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throughout the reserved studio time following the class each
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morning. Other facilities on and off-campus will also be
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utilized.
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"A reminder that an informal essay of three to four thousand
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words is required for this course. It should be "brimming with
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original insight and speculation on contemporary culture and
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technology." It may be informal in that it employs creative
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writing techniques (contemporary structures, verse, quotations,
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dialogue, illustrations, etc.). It may make reference to
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contemporary media, including the materials/sources shown in
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class.
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"Also required, is an electronic-portfolio of visual and
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audio art projects. This should demonstrate some degree of
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familiarity of software and resources covered in the lab. It need
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not be an extensive or necessarily cohesive body of work. It
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should be strongly suggestive of a developing approach to
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technological media."
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----------------------------------------------------------------
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ESSAYS:
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The Dematerialization of Art, Life, and Real Estate.
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"The highest problem of any art is to cause by appearance the
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illusion of a higher reality." - Goethe Although Goethe's exact
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meaning is open to interpretation the computer appears to be a
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tool ready to meet the spirit of his objectives. At least in the
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minds of many electronic artists. The computer, particularly
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draws the attention of artists today because it epitomizes
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current technological development and offers the greatest
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potential for exploring new creative places. If we somehow feel
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limited by our imagination, the demands of the marketplace, or
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current art theory, the computer is one element that somehow
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suggests unlimited potential. For those who consider themselves
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to be Renaissance men and women the computer is a godsend.
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In addition to being a production tool the computer is a window
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on and an interface to the rest of the electronically connected
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world. The computer as production tool switches modes and
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becomes a link to countless other artists and resource people
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throughout the world. It only takes a little thought to consider
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the possibilities of combining these activities.
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Analyzing the computer as a creative tool is similar to
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considering fire as a system to cook one's dinner. It can
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certainly do that but it has some other dimensions and
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possibilities. Understanding the realm of the computer and its
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companion data highways is pertinent to its effective use. What
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context does art occupy when it uses electronic space? What new
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creative possibilities does it present, what are its
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limitations.. audience.. temporal qualities.. style..
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control... access.. money.. appropriation.. credibility..? Is
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there a new underlying language used to create and read
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art-cyberart. Can traditional art fit into the cyberworld? Can
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Venus de Milo be digitized and stored on to a hard drive and
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still be a credible work of art?
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The computer as creative tool dematerializes the process of
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production. A painter might personally mix gallons of paint,
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spend hours making canvases, wait for paint to dry, spill paint
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on his clothes or make a small rip in his canvas. None of this
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is a factor or even a possibility when the image maker uses Adobe
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Illustrator. Is any of this an influencing factor in creating
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culturally significant images. Can these qualities be duplicated
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and available in another set of pull-down menus?
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The materiality of art has always been a significant dimension,
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not only of its final form but in influencing the creative
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process. Subtleties expressed by Russian sable and bamboo from
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the Mediterranean will present a challenge to future programmers.
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Can computers replicate the interaction between traditional
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tools, natural materials, and chance occurrence? The future of
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media such as metal-plate etching and lithography may be
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perpetuated because of their distinctiveness or they may simply
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become an archaic mode to be mimicked by a graphics program.
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However, computers can give us some interesting interpretations
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of materials. Swiftly moving granite-bodied humanoids,
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leopard-skinned fish, and chromed-metal mountains may constitute
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kitsch imagery but they prove that the computer does genuinely
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extend the dynamic range of expression.
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The lack of materiality in creating art is perhaps secondary to
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the non-existence of the completed art work. Although the
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finished piece may reside in digital form as a description in
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computer code it can only take physical form by another process
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of creation, usually mechanical. This re-creation requires an
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interpretation of the original and removes the artist from the
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final completed piece. Psychologically it places him/her in the
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category of being a symbolic language worker and analogous to
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being a data entry clerk. This method of production mirrors other
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mass produced consumer products and merchandise from the music
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and entertainment industry. Questions of authenticity,
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provenance, place and uniqueness all affect the value and purpose
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of computer generated art work. So.. can computers be used to
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create high art?
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Conversely, artists can now extend their domain greatly. Most
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significantly, they can jump the fences of the traditional
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cultural gate keepers. Since most establishment galleries have a
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focused audience, limited budgets, and aesthetic agendas the
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opportunities for new or alternative works are limited. Informal
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electronic galleries can post computer files with minimal cost
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and provide many more times the exposure of individual galleries.
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Although some electronic galleries will probably develop their
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own gate-keeping qualities the diversity and the large number of
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computer installations will probably always provide unique
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opportunities for new and non-mainstream art to find an audience.
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Artists that create work for the realm of computers and networks
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will find interesting discussions regarding copyright, access,
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file standards, reproduction rights, appropriation, modification,
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and methods of electronic payment.
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New display systems will continue to be developed for outputting
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computer files. Since more and more programs are incorporating
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3D functions the interest in VVDs (volume visualization displays)
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is growing. Since the promises of holography and Star Trek to
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bring live, full motion, 3D images into our living room has not
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materialized, computer controlled optical-mechanical systems are
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being developed. "Holographic displays show some long-term
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potential but they can not be generated in real time. Their
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field of view is fundamentally limited, and these displays
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typically change their characteristics with the angle from which
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they are viewed." As an alternative, Texas Instruments has
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produced its Omniview device that allows the display of volumes
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in volumetric space.
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Until recently, 3D images have only been displayed on two
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dimensional CRTs and have required the inclusion of standard
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perspective cues such as shadows, texture gradients, and relative
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size comparisons. Stereo 3D systems have relied on the use of
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special glasses to simulate surface depth but could not allow
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movement around a three dimensional object. VVD displays use a
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rotating disk that fills the display volume, creating a surface
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point at any location in a half-round ball space. Then by using
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laser beams directed by X, Y, & Z computer controllers, images
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can be projected to any point in the volume. The concept is
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similar to the pictures drawn at laser shows but here 3 beams are
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used.
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A 36 inch diameter version has been built but a 10 foot diameter
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model is feasible. A viewer can circle the display sphere and
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see a three dimensional object from all directions while it moves
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in real time. The display's resolution can be changed to any
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desired value by redirecting the scanning system to overlap
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points. VVD resolution is expressed in voxels (vo lume pi
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xels). Early prototypes had 12,000 voxels, while current models
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display 70,000. Three lasers of different colours can provide a
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three-colour image or they can be mixed to provide a full colour
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palette. Presently, VVD systems require powerful computers to
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calculate 3D display data. Originally developed for the U.S.
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Department of Defense this technology's future will probably be
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more applicable to non military purposes.
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Proposed applications include air traffic control visualization.
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Air traffic controllers could look into the sphere and see the
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exact location, continuous movement and distance relationship
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between circling airplanes. Pointing to a plane with a laser
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beam would bring up its information on the computer screen.
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Other uses include medical diagnosis, weather pattern analysis,
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and remote control of space station docking. Visual artists
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could use this system to pre visualize sculpture projects, for
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choreography and to output 3D animation sequences.
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The use of more conventional output devices will increase to
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materialize images and objects designed in the abstract world of
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the computer. CNC (Computer Numerical Control) equipment
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designed for the metal production industry and XY plotters can be
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used to cut out images in wood, vinyl, metal, or fabric. Three
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dimensional milling machines can materialize objects for
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sculpture and 3D animation.
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Existing 3D works and artifacts can be digitized, stored, and
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recreated in many different locations. Unlimited serial editions
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of 3D work could become more popular.
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The production of two dimensional works, including print
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publishing have created a need for the service bureau that
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specializes in outputting files for the artist and publisher.
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Future service bureaus will expand their systems to cover video,
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3D media, and large-scale 2D imaging. Since specialized
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equipment is required to materialize creative ideas, the artist
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will more often be forced to conceive and work on his ideas in
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the realm of the abstract. In many cases the artist will only
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see the final completion of his work after sending the files to
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the "Service Bureau".
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The total extent of cyberspace integration is still to be
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determined. Presently thousands of computers are connected
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through various networks such as the Internet, private commercial
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systems, open commercial systems, and hacker systems like
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FidoNet. Although most are platform independent there are still
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fairly narrow constraints on the type of data exchanged. There
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are parallel communications systems like land telemetry networks
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that monitor geological conditions, traffic movement, electrical
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power transmission, radar information and satellites that handle
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telecommunications and video signals.
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As more and more communications move away from the analog to the
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digital world as high definition television is soon expected to
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do the more integration of signals will occur. It is interesting
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to consider that a computer could order extra oxygen supplies
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from Missouri when its sensors determine a high level of air
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pollution in Los Angeles. Or that stock market futures price of
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grain would change after a computer analyzed infrared images of
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world crops.
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Artists might consider interactive works that are affected by
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natural forces, commercial activity, or combinations of
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conditions sensed by cyberlinks.
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The networks will become a great source of ideas, feedback, and
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will present opportunities for collaboration. Art created for a
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world culture will need more than an North American perspective.
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A description of a Russian created program El-Fish states that
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"Russian programmers couldn't write successful accounting
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programs because they don't know about western business
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culture...but their culture developed sensibilities that combined
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beauty and non-utility". Artistic teams from different parts of
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the world can co-operate to create the best cultural products for
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a world audience.
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As the digital bit becomes the standard building block for all
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information we will have greater interchangablity and
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interconnectivity. Nicholas Negroponte states that "all
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information providers will be in a common business - the bit
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radiation business - not radio, TV, magazines or newspapers".
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Advantages include being able to quickly construct many specific
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versions of a production and the non-material storage of
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products. Large numbers of books no longer have to auditioned
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because of the advent of print-on-demand printing systems. Many
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constructed realities will possibly only exist in digital form.
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Unfortunately we may also develop creative techniques in one
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digital medium and simply apply them to others, maybe
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inappropriately. A music sequencer program allows you to
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Quantize while a photo manipulation program allows you to
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Equalize. They both use a common root technique of normalizing
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but specific digital manipulation concepts might not have
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universal application. However, is there expanded creativity in
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doing musical things to pictures and visa versa?
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The enthusiasm for the digital domain does have some detractors.
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Analog constructions do have specific qualities that are
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aesthetically pleasing. They might not be able to be justified
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technically but certain nuances inherent in analog
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interpretations are artistically valid. Chemical imaging systems
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still create movies that are more pleasing to the eye. Tube
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amplifiers create a unique sound that can't really be duplicated
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by digital sound. As in other transitions we will loose some
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important characteristics and abilities when we adopt new
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technologies.
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The cyberworld and computer created information obviously have
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their own language. Marshal McLuhan was convinced that the
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medium is really the message. Although content is significant
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when evaluating a short term experience, the inherent qualities
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of a medium are really what constitutes the overall message. TV
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really communicates passivity and mass conformity. The message
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of cyberspace is still being considered. The technical language
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of the cyberspace system is still in a tyrannical realm of linear
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text. Totally unforgiving of errors in letters & case it exerts
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a blind totalitarian control over the mechanics or structure of
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the system. However, the highly defined structure of the system
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opens an anarchic realm of interrelationships and interactions of
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possibilities.
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Perhaps the key distinguishing characteristic of the cyberworld
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is interactively. Users of the Internet are able to make more
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conscious choices about the information they receive, they can
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gather data into their own local electronic spheres, and they can
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interact with other users & information providers. We can assume
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that one message from cyberspace is activity rather than
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passivity. Coach potato mode will not work with a cyberspace
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screen.
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Art has generally catered to the passive viewer. Although modern
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art has incorporated participatory elements and some interactive
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schemes most of the ideas are expressed in a one-way
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communications mode. Art galleries create interaction or choice
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by having patrons physically move from one location or art work
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to another. In most cases the cyberart will be presented to the
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viewer at his/her location. Instead of a nail on a wall, the
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computer will be a much more sophisticated display system. The
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digital nature of art will allow the viewer, if he so desires, to
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alter the artist s work, to appropriate it or to simply reject it
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by destroying the electronic file.
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The visual style of cyberart often follows the myriad of choices
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the system provides. A complex system creates complex imagery.
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Interactive CD s offer menu screens with dozens of preview
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images. Text is supported by images. Images are augmented with
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text. Sound is added to business communications and moving image
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segments like QuickTime files are attached to technical reports.
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Ideas are expressed through layering several modes of expression.
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Pedagogical theory has always supported multi-modal
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communications and now we have the technology to accomplish it.
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In addition to painting, photography or sculpture, media such as
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MacroMind Director, Hypercard, electronic games, CD-I, 3D0 and
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virtual reality systems may be relevant choices for artists. The
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future expression of ideas will require a layered, multi-modal
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strategy that elaborates and gives the user choices and the
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opportunity to participate. Simple two-dimensional images may
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have difficulty finding a place in cyberspace.
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The plastic arts have referred to traditional sources for their
|
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theory and inspiration. Modernism embraced Marxism while Post
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Modernism welcomes Neitzche back. The cyberpunks have created
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||
their own set of philosophers, all of which are found in the
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Science Fiction section of the library. Asimov, Pohl, Arthur C.
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Clark and Robert Heinlein are some. "If Marvin Minsky had his
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way, there would always be a visiting science fiction writer in
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||
residence at the Media Lab." Will the artist who chooses to work
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in the Cybersphere have to pay closer attention to science
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fiction to better understand its roots? Can Marx and Azimov
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co-exist?
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How involved should artists become in the technology of the
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cyberspace? In the past many artists have been content to have a
|
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technician organize the technical processes of art production.
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Although the artist may not have had the technical skill to
|
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complete the task he usually understood the process as it related
|
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to his artistic needs. However, to participate in the cyberspace
|
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community it may demand a greater level of technical commitment.
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Alan Kay pointed out that the computer is not a medium but rather
|
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a meta-medium. In other words, with a computer you can create
|
||
media.
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||
Artists have previously been in the habit of simply adopting the
|
||
materials and tools created by engineers and the industrial
|
||
production system. MIT's MediaMoo is a good example of a
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cyberspace reality that is being created through technical
|
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knowledge, interest from a wide range of "characters", social
|
||
interaction, and some artistry. Future virtual realities will
|
||
require equal amounts artistic and technical input. It will be
|
||
most effective if artists can express their artistry through a
|
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strong understanding of technology. In fact, artists will be
|
||
excluded from many potential interesting environments if they do
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not develop the technical skills to communicate in the new
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electronic world.
|
||
|
||
Jaron Lanier says that we can use "post-symbolic" communication
|
||
to create shared realities. A virtual reality system will
|
||
create a beach when we say: "Let's go for a swim". Instead of
|
||
using symbols to describe the beach, we create an electronic
|
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version of a real beach.
|
||
Symbolism, which is the key to semiotic interpretations of our
|
||
culture may find new roles in visual communication. Whenever we
|
||
use a system that constructs new realities, then the established
|
||
cultural symbols or icons, which are short cuts to perception,
|
||
may become pass or boring. Any reference to past cultural
|
||
symbols would immediately signify fantasy. Artists will have to
|
||
look past much of our visual and semiotic heritage to construct
|
||
credible virtual worlds.
|
||
|
||
Computers, networks, and the machines that they exchange
|
||
information with are multiplying at an incredible rate. They are
|
||
constructing a new set of possibilities and destroying others.
|
||
The traditional artist who is interested in entering the
|
||
cyberworld will have to make many changes. The creative
|
||
environment is abstract and dematerialized. Your ideas will be
|
||
neatly reconstructed into uniform bits ready to be radiated
|
||
throughout the system.
|
||
Although you will have many opportunities to distribute your work
|
||
around the world it will not receive the hallowed treatment
|
||
reserved for gallery exhibitions. It will compete freely with
|
||
countless images, interactive programs, video, digitized audio,
|
||
games, and people.
|
||
|
||
You will start to read science fiction. You will try to find the
|
||
best service bureau to make hard copies your photos, graphics,
|
||
and sculpture projects. You will find creative partners in
|
||
Ethiopia.
|
||
|
||
You will take up computer programming so that you can create new
|
||
real estate in a Florida MOO. You will drop sculpting and take
|
||
up MacroMind Director. You will forget about cultural symbols
|
||
and icons. You will save hard for a VVD display system. You
|
||
will not need expensive real estate because you can watch your
|
||
virtual reality beach.
|
||
|
||
|
||
----------------------------------------------------------------
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|
||
|
||
|
||
|
||
Chapter One - Media and Advertising
|
||
|
||
|
||
What is the role of technology in the media? The media has
|
||
traditionally been a way of conveying events ( political,
|
||
entertainment, human interest ) to the public at large. The
|
||
media is in the information business and relies heavily on
|
||
technology to transmit information from one place to another.
|
||
Today, we tend to think of technology with a sort of high - tech
|
||
this is so modern day attitude. That technology is the wave of
|
||
the future is evident but it is important to recognize that
|
||
technology is also a part of our past, and understand the
|
||
relationships between past technology with that of today.
|
||
Technology was the wave of the future thousands of years ago,
|
||
technology is like another word for progress, synonymous with
|
||
advancement or moving forward in time, technology is the newest
|
||
and the latest and is a habitual quest of mankind to increase
|
||
his/her capabilities in his/her environment. Domestication of
|
||
crops was technology, what about fire - the greatest invention of
|
||
all? Technology has always been a driving force in the history of
|
||
the human race and with technology a desire for communication is
|
||
also deeply rooted in our collective heritage. People have made
|
||
illustrations and created writing systems to communicate and
|
||
document their histories. Language was also created for smoother
|
||
communication and has become increasingly complex. As the world
|
||
has increased so has it s level of communication. The media as we
|
||
know it largely developed in the wake of modern technology.
|
||
Before radio, telegraphs, planes and trains, the world relayed
|
||
events to other parts of the world through human travellers and
|
||
by letter which would have gone by carriage or boat. With the
|
||
radio, events of significance (for whatever reason) could be
|
||
broadcast worldwide within a few short hours. With the invention
|
||
of planes came aerial warfare and the real possibility that a
|
||
country thousands of miles away had the practical means of
|
||
invasion and conquest of your own homeland. Enter: the media.
|
||
People then and now relied on the media, the radio, the telegraph
|
||
and later their television to receive information they now
|
||
considered critical to their existence. Out of newspaper
|
||
advertising developed radio and later T.V. commercials - the
|
||
point at which media and advertising became inexplicably and
|
||
forever linked in popular culture. So where does that leave the
|
||
media in the modern world? Should the media have to maintain a
|
||
moral responsibility to the public? What are the attitudes of the
|
||
public to the media? How many people are unaware of the biases
|
||
and often self - serving motives that are prevalent in media or
|
||
newsgroups today? The resources that the media have been able to
|
||
utilize in the twentieth century have changed the face of
|
||
advertising indefinitely, and unfortunately deception is
|
||
unavoidable.At this point in time many people are still unaware
|
||
of the resources available to the media and because of this
|
||
widespread ignorance are oblivious to the manipulation of their
|
||
minds and psyche by powerful mega-bucks-money-hungry
|
||
manufacturers and corporations. An excellent example of this
|
||
mindless manipulation in advertising where technology has been
|
||
utilized would be photo - manipulation or perhaps plastic
|
||
surgery. Combined, the use of these two areas in conjunction with
|
||
advertising are one the leading contributors in the continuing
|
||
lack of self - esteem of women in North America. The widespread
|
||
image of the idealized woman is often created through technology
|
||
: elaborate and painstaking make -up, photo manipulation through
|
||
lighting, airbrushing, touch ups, varied films and high contrast
|
||
filters; these can all be used to create a false image - one
|
||
which is unfortunately high sought after and is in most cases
|
||
unattainable. The cause of this disastrous situation cannot be
|
||
blamed on the high - tech features that are available in present
|
||
day, aerial warfare cannot be blamed on the invention of planes.
|
||
People so often place the blame of an unfortunate situation on
|
||
technology because it is crucial to the existence of the
|
||
situation - the situation is dependant on the invention; it is
|
||
human nature that develops and determines the course an
|
||
advancement in technology will take.
|
||
|
||
|
||
Chapter Two - Interconnectedness
|
||
|
||
As technology increases, communication also increases and with
|
||
these increases follows a sense of interconnection. Connectedness
|
||
should be the opposite of isolation, but they are, in some ways
|
||
very closely related. I will show this relationship as it exists
|
||
in a narrative; a day in the life of a fictitious character - Mr.
|
||
TypaLot.
|
||
|
||
|
||
A Day in the Life of Mr. Typalot
|
||
by b. bigelow
|
||
|
||
|
||
|
||
Mr. Typalot lives in the suburbs of Vancouver, in Delta, B.C.
|
||
He lives in nice home in a prestigious area with his wife and 2.2
|
||
children. He works in the city, and has to commute each today. He
|
||
leaves his house at 7:40 every morning to make the commute to
|
||
Vancouver. He takes his briefcase (laptop computer inside), his
|
||
cellular phone, and a mug of fresh, automatic-machine-made
|
||
coffee. His commute though lengthy, goes quickly because he
|
||
spends much of his time talking on the phone (usually to other
|
||
colleagues also on their way to work).Mr. Typalot is perhaps a
|
||
researcher, an advertising executive, or maybe a systems analyst.
|
||
He types a lot, mostly into his Unix at work, his laptop, or at
|
||
his Macintosh in his den at home. When he isn t typing, he is
|
||
talking, sometimes on a telephone, sometimes not. Mr. Typalot
|
||
communicates with people all over the world everyday via. e -
|
||
mail, fax, phone and answering machines, and through virtual
|
||
reality set-ups such as MediaMOO. He develops all kinds of
|
||
relationships with people in the course of his day, but he is
|
||
also everyday increasing his relationship with inaminate devices.
|
||
It can not be avoided, in his relationship building with other
|
||
people it is necessary for him to interact with machines - it is
|
||
a necessity of his success in the workplace. Mr. Typalot is
|
||
isolated in a indirect way everyday. Each day for several hours
|
||
he is deprived of any sensory stimulation that is not available
|
||
to him through his terminal or workstation. Mr, Typalot is
|
||
experiencing sensory isolation.
|
||
The narrative of Mr. Typalot is a generic example of what many
|
||
people in the workplace experience. Mr. Typalot is perhaps more
|
||
extreme than the norm but as communications in technology
|
||
advance, more and more people will have workdays that fit this
|
||
description. This type of connectedness or advanced communication
|
||
has ups as well as downs - the downside involves a lack of
|
||
direct, or face-to-face contact, and a loss of the more human
|
||
side or traditional interaction between people. On the up side,
|
||
is the opportunity to engage in a virtual reality experience; to
|
||
participate in a highly imaginative and creative realm which I
|
||
could only previously describe as becoming deeply involved with a
|
||
very intensely written novel. These text based virtual realities,
|
||
such as MediaMoo are highly creative and intellectually
|
||
stimulating - as well as fun. They can be a good alternative to
|
||
traditional reading because the player can actually participate
|
||
and contribute to the story . Virtual Realities might ce
|
||
beneficial in educating children and adults - making learning
|
||
enjoyable and interesting. They might also contribute to a higher
|
||
self esteem in children/teenagers as they maintain some type of
|
||
control, responsibility, and exercise their ability to produce.
|
||
On the other hand, V.R.s could be less than beneficial to some
|
||
individuals as they might become more drawn into the V.R. than
|
||
might be perceived as healthy. I sometimes envision a situation
|
||
similar to the Dungeon and Dragon scenario where in several cases
|
||
the individuals involved with the game had a difficult time
|
||
distinguishing between real life and fantasy . The bottom line
|
||
is that each individual is different and will react to virtual
|
||
realities in their own way; that a few select cases cannot
|
||
determine the outcome of thousands of others.
|
||
|
||
|
||
|
||
|
||
Chapter Two - Interconnectiveness
|
||
|
||
Part Two - The Role of Technology in the Lives of Special Needs
|
||
People.
|
||
|
||
|
||
Technology can go along way in contributing to the quality of
|
||
lifestyle in the lives of those with special needs. For the
|
||
deaf, the computer can be a fabulous way of communicating and
|
||
reaching out to others. Autistic people who at times may have
|
||
difficulty interacting with other people often are very skilled,
|
||
and enjoy working at a computer workstation. People confined to
|
||
a wheelchair have many more career opportunities than ever
|
||
before thanks to the computer and a continuing growth of more
|
||
sophisticated software. In the instance of a brother of a friend
|
||
mine ( we ll call him Jim), the computer has literally been his
|
||
salvation. After a severe car accident, Jim lost the movement of
|
||
both legs - he will be confined to a wheelchair for the rest of
|
||
his life. Jim comes from a family of artists and before his
|
||
accident he was a working artist painting in a traditional
|
||
sense. Now Jim works with computer graphics - doing freelance and
|
||
contract work. New software has made it easier, and more
|
||
convenient for people like Jim to continue working. There are
|
||
many fields to work in , ie. research, data entry, etc. In the
|
||
case of special needs children - those with learning disabilities
|
||
or the developmentally delayed; a constant stimulus is one of the
|
||
most important factors in the mental ( and physical) development.
|
||
Traditionally, this constant stimulus has been provided by
|
||
support workers, but lack of funding ( gov t and private) often
|
||
leads to special needs children not receiving the one on one
|
||
stimulus they need and deserve. While the computer might not be
|
||
considered an adequate substitute for human stimulus, it would
|
||
still be better than nothing and would probably make a positive
|
||
contribution to the development of the child. Children are drawn
|
||
to computers - to the bright colors, movement and sound emote
|
||
from them. Unlike television, computers can be more interactive
|
||
and will encourage and prompt a child to participate. I don t
|
||
know where computer stimulus will lead, but certainly it is
|
||
better for the intellectual growth - and even motor skills than
|
||
most of the programs children watch on T.V. The same can be
|
||
applied to special needs adults, for while these individuals are
|
||
in the body of an adult, often their intellectual development
|
||
hasn t caught up - has been delayed in some way and stimulus and
|
||
prompts are still essential to their intellectual growth.
|
||
|
||
|
||
Chapter Three - Technology and Tradition
|
||
|
||
Part One: Technology and Tradition
|
||
|
||
|
||
The increases in technology have made communicating in the
|
||
twentieth century easier and more convenient than ever before.
|
||
Electronic mail, faxes, cellular phones and virtual realities
|
||
drastically reduce the amount of time it takes to get a
|
||
message/or important documents to an individual. Electronic mail
|
||
takes away the envelope, the stamp and the whole structure of the
|
||
traditional mail system. There is no pick, transporting the
|
||
letter to a sortation plant and sorting of the letter before the
|
||
eventual delivery ( of which won,t be in the recipient s hands
|
||
until he/she gets home from work,etc. E -mail is practical, but
|
||
will eventually eliminate a characteristic of the weekday as many
|
||
people experience it. Coming home to an unexpected card or letter
|
||
is a pleasant surprise which would be virtually eliminated in an
|
||
electronic mail system. Letters or cards would probably be
|
||
received at work in the course of the day, and would be on a
|
||
screen - not paper. Paper cards,invitations etc. might still be
|
||
sent out (perhaps by private,entrepreunial companies) as a sort
|
||
of novelty or maybe on a special occasion. What about wedding
|
||
invitations and gold embossed papers? How could one put a wedding
|
||
invitation into a photo album if the invitation was on the
|
||
screen? ( I guess you could always print out a copy). These small
|
||
characteristics of everyday life will probably in the future be
|
||
altered to fit into a world where modern technology has spread
|
||
into every aspect of our existence. Are there areas that the
|
||
notions of convenience and practicality should not enter into?
|
||
Areas of our lives that are considered sacred and should be
|
||
protected and preserved from the invasion of the driving force
|
||
called technology?
|
||
|
||
|
||
|
||
Chapter Three - Technology and Tradition
|
||
|
||
Part Two: Technology in the Home.
|
||
|
||
|
||
Technology has always affected the home. The Refrigator,
|
||
electronic oven, and electrical lighting are a far cry from a gas
|
||
lamp illuminated kitchen and a wood burning stove.
|
||
The washer and dryer, disposable diapers and running water have
|
||
freed up plenty of time for more enjoyable pursuits like going
|
||
for walks or visiting friends but in many instances just
|
||
listening to the radio or watching television. We are surrounded
|
||
by technology always - modern techno conveniences such as the
|
||
telephone (portable,cellular, or other) the microwave, toasters,
|
||
coffee makers, VCRS and camcorders. The computer will have more
|
||
impact in the home than any other techno convenience since the
|
||
television.( or Nintendo). The computer will contribute both to
|
||
the organization and the entertainment/leisure activities in the
|
||
home -catapulting into a nucleic role which the household could
|
||
quite possibly revolve around in the future. Through the computer
|
||
a family, individual, etc. could have access to more information
|
||
than they could ever hope to tread upon - never mind absorption.
|
||
Miscellaneous tasks and activities such as going out to get a
|
||
newspaper, borrow a book from the library,get a video or play
|
||
arcade games could be fulfilled by simply sitting in front of
|
||
keyboard and screen. It is hard to predict what the outcome of
|
||
discontinuing traditional activity might be - or if it will
|
||
happen at all. The potential is real and the outcome might be
|
||
disastrous. Even a general recognmition by society to admit and
|
||
understand this;that the computer in the home and workplace is
|
||
potentially harmful to our continued existence, might go a long
|
||
way in preserving whatever integrity we have left.
|
||
|
||
Chapter Four - Art and Architecture: The Role of Technology
|
||
|
||
|
||
There is a big difference between computer generated art and
|
||
art that exists solely in the computer. Computer generated art
|
||
can still be accessed in the traditional way, it can hang on your
|
||
walls at home - it can be displayed in a gallery or reproduced
|
||
in a book.In this way the art is not dependant on the computer
|
||
for it's existence - it can retain an identity seperate from the
|
||
computer. In these instances the computer is like a tool the
|
||
artist has used to create his/her work, just like a camera, or a
|
||
tablesaw. With art that exists solely within the computer, the
|
||
images can only be viewed via the computer and nowhere else. It
|
||
is a permanent attachment to the piece and it is therefore an
|
||
integral element of the work itself. This type of art is
|
||
different from traditional art or even independant computer
|
||
generated art because it's focus or motives are related to
|
||
communications in a different way - an area of communications
|
||
which is void of the physical and tangible.This difficult concept
|
||
of relaying ideas and information can be thought of as a large
|
||
base of information, compiled of the thoughts and interests of
|
||
thousands of people.
|
||
|
||
What is the role of the artist within this base of information,
|
||
and how will the role of the artist change as a result of
|
||
technology? Who is the artist? The artist is foremost a designer;
|
||
a person who conceives ideas and then attempts to communicate
|
||
those ideas (sometimes to themselves and sometimes to others)by
|
||
representing the ideas in a physical expression. What the
|
||
expression will be depends on the the designer. If the designer
|
||
is a musician the expression might be a musical score, if the
|
||
designer is an architect than probably a building plan. There
|
||
are several advantages to working within a large information base
|
||
that over a 100 000 000 million people have access to ( ie. the
|
||
Internet).The exposure is tremendous and the opportunity to make
|
||
contacts and to to relay ideas is anyone's speculation. The
|
||
electronic art gallery is to the artist today what television
|
||
would have been to the actor who was previously only viewed in
|
||
live theater. In presenting to the masses through an electronic
|
||
network an expression of an idea the artist is able to convey and
|
||
communicate thoughts on a widespread level - but to what level of
|
||
efficiency? Is something lost in the philosophy if the artist is
|
||
able to communicate the the idea to a broad audience but only in
|
||
general terms? Is it better to communicate a fuller understanding
|
||
of a concept to a limited people instead of a general idea to
|
||
thousands? This question can only be answered by the individual -
|
||
each artist having their personal agenda which dictates their
|
||
actions and motivates their work.
|
||
|
||
It is up to us, the designers and artists to determine and
|
||
shape our changing role along with the advancement of technology.
|
||
What else can we do? We are forced to go with the flow and
|
||
utilize technology to prevent our obsolescence. Technology and
|
||
job displacement go hand in hand and the artist and designer are
|
||
not an exception. With more and more sophisticated software many
|
||
kinds of work in the design industry could easily be sifted out
|
||
in the future. Graphic artists, architects, industrial designers
|
||
could in all like likelihood be eliminated in future society.
|
||
Think of past tradesmen (tradesperson) who no longer have a place
|
||
in the world due to technological advancement and new invention?
|
||
How many shoemakers have you met recently? The shoemaker was a
|
||
tradesman - a designer of a kind and is a scarcity in modern day.
|
||
Of course the machine made/pre-fab shoes can never match the
|
||
quality of a leather shoe cut and measured specifically to the
|
||
individual's foot. One of a kind shoes- each with their own
|
||
identity; a product and design from start to finish of the
|
||
individual designer and his/her original vision. The fact is if
|
||
it is good enough, if it will get the job done (at least
|
||
satisfactorally) then it will be accepted by the masses;leaving
|
||
little room for the creativity and ingenuity of the individual
|
||
designer. A balance needs to be struck between designer and
|
||
computer - a blance where the computer is a tool for the designer
|
||
and not the designer itself. Architects and draftspeople now have
|
||
the unique advantage of being able to conjure up their changing
|
||
visions quicker than they could possible recreate an intricate
|
||
drawing by hand.These quickly redrawn views however, only remain
|
||
an advantage to the architect etc. if the designer is still the
|
||
motivating factor behind the design and is the major contributor
|
||
to the end result.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
Preinventing the Wheel
|
||
|
||
Have you had enough of magazine articles and other essays
|
||
whose titles play on the word "virtual?" Articles with names like
|
||
"Virtual Virtuoso" or " Virtually now" or "Virtigo." I thought as
|
||
much. Virtual reality is getting very tired, and it doesn't even
|
||
exist yet. It has been able to avoid fading out of public view
|
||
for this long because of its' name, which sounds sufficiently
|
||
official, and at the same time vague enough to allow its' use in
|
||
context with anything one thinks is neat-o. In the forties, there
|
||
was a similar craze for things whose existence was in question,
|
||
and it also had a misleading name that made people sound clever.
|
||
That name is Existentialism, and before it became popular, it
|
||
actually meant something. But it was only taken seriously after a
|
||
couple hundred people who hadn't bothered to find out its'
|
||
meaning were put in situations where they had to pretend that
|
||
they had- hey, presto- 200 false definitions! This confusion is
|
||
happening to virtual reality, only not so romantically as it did
|
||
in post-war France. A few months ago I had dinner with a good
|
||
friend. As we ate he asked me to explain to him what the whole
|
||
deal on virtual reality is and I told him, more or less, that it
|
||
is the idea of general purpose simulation, and went on to explain
|
||
that simulators of this sort need detectors to sense body motions
|
||
or speech, devices to stimulate our senses of sight, hearing,
|
||
touch, etc., and a computer to connect everything and vary the
|
||
interaction according to programs. Then I felt obliged to rehash
|
||
the monologue about the many possibilities of the potential
|
||
medium, and did, but my friend, who is an Economics major, just
|
||
laughed, "Is that all it is, a glorified video-game?! You
|
||
actually study that kind of stuff at school? I heard all this
|
||
talk on how important it is!" He had been impressed by the
|
||
virtual Paul Reveres, the virtual exaggerators, the virtual
|
||
newspaper columns with titles like this. It is truly a pity that
|
||
the term 'virtual reality' isn't used sparingly, and that 'the
|
||
study of simulation' or some like phrase doesn't get all the
|
||
attention. Simulators already exist. Because of all this hype,
|
||
virtual reality is being made to sound a lot more important than
|
||
it is. Virtual reality is being treated like some radical new
|
||
science. Ad agencies are cashing in on its' commerciality and
|
||
confusing the general population with the meaning of the term.
|
||
Fans of virtual reality are trying to convince people that its'
|
||
dawn is ridiculously near and thus that its' study is pertinent.
|
||
Other virtual reality enthusiasts are preaching that virtual
|
||
reality is "the way" and will end racial inequality and give the
|
||
repressed a voice. Just as preposterously, academics are solemnly
|
||
warning that virtual reality will create a nation of violent
|
||
thugs. Others warn of "virtual-reality addictions," seriously;
|
||
"virtual-reality addictions." It is sad that a promising
|
||
technology has been taken over before it has even reached a
|
||
concrete stage, by a bunch of clowns.
|
||
The driving forces behind virtual reality have been around
|
||
for all of human history so why is it considered such a radical
|
||
concept? When flight simulation programs started appearing a few
|
||
years ago for home computers, a lot of folks bought them (after
|
||
all, they were pretty neat) but few sat around yakking about how
|
||
those programs were "interactive" as though the word were a drop
|
||
from the fountain of profundity. Hell, even a pinball machine is
|
||
interactive. What about "Choose Your Own Adventure" books, the
|
||
books that let kids make a decision by picking one of two pages
|
||
every so often? What kind of novelty is there in trying to fake
|
||
the world around us: We started with cave paintings, then
|
||
sophisticated paints until we had realistic oils, then the still
|
||
photographic camera, the record player, motion pictures, talkies
|
||
and what could be more virtual than telephones; the technology
|
||
which Bell invented to allow an entire nation of people to
|
||
consider talking to banana-shaped objects on street corners a
|
||
normal part of life. Theatre is a form of virtual reality as
|
||
well. Some like to think that the V.R. will "enlarge our minds"
|
||
by making us more imaginative. As though we haven't now any
|
||
activities requiring imagination. V.R. is not the first; it is an
|
||
element of many games, from Chess through to Scruples. Of all the
|
||
things V.R. could be compared to, it is strange that one hears of
|
||
the similarities of V.R. and the telephone less often than V.R.
|
||
and narcotics. This is the kind of talk that makes V.R. out to be
|
||
larger than life. There is a difference between drug-use and
|
||
any-old-thing that happens to be bizarre and illogical. That is
|
||
why we as a species have been spared an addiction to the writings
|
||
of Marshall Macluan. V.R. is not a new concept.
|
||
Virtual reality is also kept well in the public eye by
|
||
advertising firms. These firms are resourceful enough to have
|
||
found a word associated with V.R. to advertise services or
|
||
products in a manner that will make them sound as though they are
|
||
on the cutting edge of technology, regardless of the truth. I
|
||
have already mentioned the word they use. The word is
|
||
"interactive" and it is plastered on everything from phone-sex,
|
||
to standard phone-in talk shows, to magazines and automobiles and
|
||
children's toys. It is generally assumed that inter-active is
|
||
entertaining but who of us really wants to leave our couch to
|
||
phone a television station half way through a program. People
|
||
watch television to relax. The same goes for reading, listening
|
||
to music and looking at pictures. Being interactive isn't all
|
||
that thrilling. One spends all one's life in an interactive
|
||
world. A lot of it even bores one. Being inter-active is not
|
||
necessarily being virtual. It would be kind if advertising
|
||
agencies would not try to convince us otherwise. No, we will have
|
||
to wait a few years for real reality-simulators.
|
||
How many years? "In the near future," is the standard
|
||
phrase. How near? The people who vigilantly claim that V.R. will
|
||
be perfected in the next ten years are generally the same people
|
||
who talk a lot about terra-forming Mars and making it habitable.
|
||
However true it may be that all geniuses are dreamers, it is not
|
||
true that all dreamers are geniuses. Some are only poor,
|
||
misguided Dr. Who fans. Let's just say it takes thirty years to
|
||
develop a graphics system that can display at 24 fps, with
|
||
photographic resolution, a stereoscopic alterable landscape-
|
||
which would take an insane amount of memory. We'll also say that
|
||
by that time we'll have the capability to transmit at real time
|
||
the colossal amount of data needed to hook a V.R. machine up to a
|
||
network. Then we'll assume (this is more reasonable) that we'll
|
||
have a perfectly light-weight, comfortable bodysuit that won't
|
||
make one look like a scuba-diver wearing a bicycle helmet. Hey,
|
||
they won't be available to everyone. They won't come cheap. It
|
||
will take a long while for virtual reality systems to made
|
||
compatible. It will be a while for a decent net to cover the
|
||
globe. But let's say that it will take around 50 years for V.R.
|
||
machines to become common household items. As loose as any figure
|
||
based on unprovable guesses must be, 50 years seems like a
|
||
reasonable number. What is all the excitement about then? No
|
||
current virtual reality- type products, from war games to
|
||
video-games, come near to giving a convincingly real feeling.
|
||
Just because virtual reality may be right around the corner
|
||
doesn't mean we'll see it next year. It's quite possible that
|
||
half of us will be dead by the time virtual reality amounts to
|
||
something.
|
||
Some people in these times hold the opinion that V.R. will
|
||
be a great social instrument. Sure, after Nintendo rolls a few
|
||
tens of thousands of Virtualboys off the assembly line everything
|
||
will be jolly. No more wars, no more intolerance. Neo-Nazi
|
||
Skinheads will plug in and suddenly turn into nice, decent
|
||
fellows and fall to their knees to beg forgiveness from the
|
||
minority groups they have been terrorizing an hour before. The
|
||
idea is that since people would have the ability to conceal their
|
||
identity while using a net we would all be tolerant and
|
||
understanding. This would be a compelling argument were it not
|
||
for the telephone which already allows us this service.If V.R.
|
||
evolves in a similar manner, it will end up with individuals
|
||
choosing only to contact close friends. And I know that's not
|
||
what the V.R. enthusiasts want. And I know they want it to be a
|
||
wild and crazy medium. But there are a lot of folks in the world.
|
||
Business people, for example, would get use out of V.R. by using
|
||
it for long-distance conferences or perhaps for models of
|
||
products, or real estate. They would not find it useful to
|
||
pretend to be a Virtual-prawn on the Cyberspace-Oceanfloor
|
||
Network. People could do a lot of things on V.R. networks, not
|
||
all of them brotherly. Thanks to V.R. it would be a lot easier
|
||
for racist people to form world-wide organizations.. they could
|
||
congregate daily if they chose. It is just about as likely that
|
||
V.R. will correct the world's problems as it is that a crumpet
|
||
will corrupt a swinging mallet. On the other hand V.R. will not
|
||
spell a return to the dark ages.
|
||
The idea is that someday children will be weaned on V. R.
|
||
sets. They will get used to regularly lopping off virtual heads
|
||
and so, when they grow older, they'll be conditioned, see, and
|
||
they'll go nuts and they'll lop off real peoples heads. No matter
|
||
how much you show people that there is no evidence to support the
|
||
claim that there is a correlation between violence in the media
|
||
and violence in real life they just don't learn. For once and for
|
||
all, violence in the media is a good thing because it teaches
|
||
children to distinguish between fact and fiction. And so long as
|
||
it remains possible to tell when you are "virtual" and when you
|
||
are real there is no problem. We will never create V.R. so
|
||
effective that it is exactly the same as real life, we will
|
||
always be able to notice something unrealistic about it, perhaps
|
||
the way things sound, maybe the quality of light, it would
|
||
certainly be virtually impossible to convincingly eat virtual
|
||
food or have a perfect sense of touch.
|
||
The most ridiculous overestimation of V.R. is that the whole
|
||
world will become obsessed with V.R. and abandon the outside
|
||
world forever. This is very poetic but unfortunately there are a
|
||
couple little problems with this theory. Like, for example,
|
||
eating. Or will V.R. be so amazing that people just won't get
|
||
hungry. Oh, there is also some difficulty in respect to paying
|
||
the hydro bill when you spend all of your time in V.R. and
|
||
therefore have no time to work. Most people for V.R. or against
|
||
V.R. tend to wildly exaggerate the importance of V.R. Remember
|
||
the stories there used to be about computers? The only people who
|
||
will ever be addicted to Virtual Reality already are, those are
|
||
the people like Commander Rick on Prisoners of Gravity, the kind
|
||
of fools who write poetry about "cyberspace."
|
||
Virtual reality does have a lot of potential; to take up
|
||
where the telephone leaves off, to amuse and entertain, to
|
||
design, and a whole lot more. What is annoying is to see history
|
||
endlessly rehashing itself. People have always exaggerated with
|
||
new inventions from film to space travel. It is ludicrous that
|
||
virtual reality is treated as such a unique, modern concept. It
|
||
has roots in the trend in Western culture since the Dark ages of
|
||
more and more realistic art and it has roots in the production of
|
||
various modern simulators. It is ridiculous the way ad agencies
|
||
through around the term "interactive," in order to confuse people
|
||
into associating it with virtual reality. It is ridiculous that
|
||
virtual reality is being talked about this much when it probably
|
||
won't take off until another half century. It is ridiculous to
|
||
attribute spectacular moral consequences to virtual reality,
|
||
either good or terrible. It is particularly silly to predict
|
||
slaves to entertainment when no such preposterous phenomena has
|
||
ever existed before. It is a field too easy to romanticize. It is
|
||
easy to think of all the possibilities, and easier to forget that
|
||
most of them will never be realized. Virtual reality is already a
|
||
fashion statement, an advertising ploy, a moral issue, and a
|
||
constant subject in magazines. With all the attention one would
|
||
think we were reinventing the wheel.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
Notes on the use of the computer in art.
|
||
by D. Venables
|
||
|
||
|
||
The computer is a tool, a fancy tool, but just a tool. In
|
||
the hands of a person who makes art, it can be used to make
|
||
art...the REAL kind of art. The pencil is a tool, a simple tool,
|
||
but just a tool. In the hands of a person who makes art, it can
|
||
be used to make art...the REAL kind of art. Perhaps if the
|
||
majority of the computer art we see is pretty dismal, it is
|
||
because the tool has not yet found the right hands.
|
||
|
||
Contemporary culture and the place technology has in it.
|
||
A loaded statement. Contemporary culture "is" technology. At
|
||
least in our privileged neck of the woods. Taking this course
|
||
has been akin to the experience of buying a Volkswagen and then
|
||
noticing them wherever you go. I now see the use of computer
|
||
systems where I was once blind to them, in every facet of our
|
||
lives. A technology this pervasive must surely be adopted by the
|
||
artists among us. The avant-garde will never die. The
|
||
avant-garde will continually rear its unusual head where it's
|
||
least expected. It is the evidence of evolution, the flower on
|
||
the plant of science.
|
||
|
||
(Even as late as dadaism, Marcel Duchamp noticed the relation of
|
||
the avant-garde to the practice of the consumer-that the product
|
||
of the avant-garde was to have the same characteristics of
|
||
planned obsolescence/mass production as the products of mass
|
||
consumption while simultaneously allowing the producer/artist to
|
||
register shock at being reduced to a machine.) Discussed in
|
||
Manfredo Tafuri, Architecture and Utopia: Design and Capitalist
|
||
Development (Cambridge, Mass.: MIT Press, 1976).
|
||
|
||
Maybe notes on what art is (I guess we have to have some kind
|
||
of a definition before we can tell if computers can be a part of
|
||
it) would be in order. A discretionary and biased viewpoint
|
||
follows.
|
||
|
||
After spending the last couple of years focusing entirely on
|
||
photography, I came into this course, wide-open, and ready for
|
||
new ideas, primed by a lecture by photographer Jeff Wall, who
|
||
showed a selection of his older work and also a couple of his
|
||
new pieces, done via computer graphics. This fired my
|
||
imagination. Little did I know at the time that Jeff was in the
|
||
habit of traveling to Los Angeles and renting the computer lab
|
||
there in Hollywood which has all the heavy artillery used in huge
|
||
special effects productions. The pieces he produced were of
|
||
high quality due to the level of the technology he was using,
|
||
although the work he had done could have been accomplished
|
||
through traditional photographic technique.
|
||
|
||
Using "mind bicycles" for photography is advantageous in
|
||
that the cost to the environment is considerably less, ie. the
|
||
chemicals poured down the sink (and forgotten in a frenzy of
|
||
photographic creativity) make their way into the rivers,
|
||
oceans, air, animals and eventually back to us in some form or
|
||
another (perhaps while walking on the shore at midnight the
|
||
phosphorescence will suddenly, strangely, have you thinking of
|
||
Calvin Kline models). The immediate health of the artist is
|
||
threatened less during computer use than during the photographic
|
||
process as well. It is cleaner to use than almost any other art
|
||
material or tool.
|
||
|
||
Thinking that a two month course was plenty of time in which
|
||
to master the art of photo-manipulation, I gaily traipsed into
|
||
class to make some art.
|
||
|
||
|
||
|
||
|
||
DEBBIES DEFINITION OF ART
|
||
|
||
One of my definitions of art is, art as a verb... the act
|
||
of doing it. After the doing part is done, what s left is a
|
||
fossil, a mere artifact of the real thing which is art. The
|
||
art-things sitting in galleries, on walls, piled up in basements
|
||
are records and interesting as records of the metamorphosis and
|
||
working out of a thought or feeling.
|
||
|
||
Art is sometimes thought of as a didactic, instructive sort
|
||
of exercise; or, conversely purely decorative. These types of
|
||
art to me are dead, they leave no-where for the viewer to
|
||
exercise his or her own thought processes.
|
||
|
||
The viewer is assumed to be in one of two states, with it
|
||
or not with it. In it or out of it. Hip or square. If privy to
|
||
the current presumed cutting edge theme being presented by this
|
||
instructive art, the viewer can nod sagely and agree; if not
|
||
connected to the same stream of thought, there is room for
|
||
instruction. This is claustrophobic and limiting, it stagnates
|
||
and is retentive.
|
||
|
||
At this point I have a sneaking suspicion that much of the
|
||
art making using computer technology is of this sort, a parading
|
||
of technique, a bragging and telling how the look of reality can
|
||
be changed. This has a tendency to dazzle and dictate a certain
|
||
look , this kind of rigid template is an open invitation to the
|
||
avant-garde, the art pirates, the art-hacker.
|
||
|
||
|
||
"The stimuli of the modern world, sounds and sights are
|
||
reproduced and distributed through endless systems of linear
|
||
technology. (The more intimate senses were long ago excluded
|
||
from this order.) Stereo and video are recorded onto tape, that
|
||
opaque blackish substance that symbolizes the intransigent,
|
||
incomprehensible linear time of this universe. Computers and
|
||
record players use flat disks whose spiral roadways reflect the
|
||
circularity of their contents. All visual and aural
|
||
information<EFBFBD>speech over the telephone, the television picture,
|
||
computer data<74>is encoded into lines of electronic information.
|
||
The linear becomes language. The arcane discipline of electronic
|
||
circulation now guards the gates of the senses.
|
||
The proliferation of the computer is the development that
|
||
most insures the closure of this system.. In the computer, we see
|
||
physically affirmed, as if by an independent source, all the
|
||
assumptions of linear thought. Conversely, the computer ignores
|
||
all utterances not made according to the rules of its own linear
|
||
code. With the advent of private computer use, the computer
|
||
becomes an oracle of instruction in the structures of the linear.
|
||
It gives instruction in how t write and how to conduct
|
||
business<EFBFBD>but according to its own linear rules. It is even
|
||
deployed to indoctrinate children into the ways of the linear.
|
||
Further, as greater and greater amounts of society s information
|
||
(both financial and intellectual) are stored in computers, even
|
||
the reluctant are coerced into dealing with the computer and its
|
||
pattern of thought."
|
||
|
||
Peter Halley, On Line New Observations, no. 35 (1985).
|
||
Blasted Allegories; 1987. The New Museum of Contemporary Art and
|
||
Massachusetts Institute of Technology.
|
||
|
||
|
||
Virtual reality moves art and art making into a realm of
|
||
endless possibility. Freed from the confines of a small screen,
|
||
this new dimension, for me is so broad it is almost impossible to
|
||
speak of. Sculpture you can crawl into, ride, even travel through
|
||
for what seems like miles, interactive installations. Perhaps
|
||
this is the new direction in art we were waiting for. This will
|
||
influence, and enrich the traditional art practices as well as
|
||
consumerism in society--art and consumerism--a well known couple
|
||
about town.
|
||
|
||
The credibility of that which is seen on a screen (which,
|
||
to most people is accepted as the truth) can be used to
|
||
manipulate and fool the viewer. This is not a bad thing, a
|
||
touch of healthy suspicion would be a welcome attribute in the
|
||
general public.
|
||
|
||
|
||
|
||
PIMPING THE REALITY PRINCIPLE -MONDO MAG (1993)
|
||
Angry, disillusioned and media-savvy, the newly discovered
|
||
twenty-something generation is shaping up to a very hard sell.
|
||
<EFBFBD>Debra Goldman, ADWEEK
|
||
Belief in advertising is not like breathing. It doesn t come
|
||
naturally; it must be taught.
|
||
<EFBFBD>Edwin L. Artzt, Proctor & Gamble CEO
|
||
It s got to be real.
|
||
<EFBFBD>Levi s 501 jeans, advertisement
|
||
|
||
|
||
|
||
|
||
|
||
And then there is the ephemeral, the part of art that comes when
|
||
you least expect it.
|
||
|
||
Some things we plan.
|
||
We sit and we invent
|
||
and we plot and cook up
|
||
Others are works of inspiration
|
||
Of poetry
|
||
|
||
And it was this genius hand
|
||
That pushed me up the hotel stairs
|
||
To say my last good-bye.
|
||
|
||
|
||
|
||
((DEBBIES ASIDE: (private thoughts on the act of communal
|
||
art on three screens at a time)
|
||
|
||
Although its hard for me to communicate verbally vocally,
|
||
easier if writing
|
||
|
||
taking turns-- quick repartee isn t my bag.
|
||
|
||
interesting to communicate well, more efficient felt like we
|
||
were in touch-))
|
||
....huh?.....
|
||
|
||
|
||
|
||
|
||
On a more practical note, the strongest impression I' m left
|
||
with from taking this course is the feeling of entry into the
|
||
rest of the world.
|
||
|
||
Especially here in Victoria, I've felt isolated, and
|
||
increasingly so the longer I m here and the more time I spend at
|
||
school. In the past I ve always been able to take off for jaunts
|
||
into the states, around Canada or Mexico, but in the last few
|
||
years I have lead an increasingly parochial life. It was a thing
|
||
I feared right from the first when I moved here, and then it came
|
||
true.
|
||
I' m sure this sense of isolation is not my very own domain,
|
||
isolation is a major theme of our society at this point and it is
|
||
my belief that technology in all its myriad forms has contributed
|
||
to this. The ability to lead a completely vicarious life,
|
||
containing excitement beyond the potential of most people, is
|
||
available to anyone with a television, VCR, six-pack and a couple
|
||
of joints.
|
||
(oh ya, a video..fantasy of choice)
|
||
|
||
This isolation is endemic. The T.V. screen which lives in
|
||
almost every home is a constant friend, requiring no effort,
|
||
seemingly giving companionship and in reality taking away the
|
||
ability to enjoy real personal contact. As well, a study has
|
||
shown persons who watch a "normal" amount of television suffer
|
||
from lack of REM sleep time, in other words, they don't dream.
|
||
Dreaming is a necessary part of a healthy life and the loss of
|
||
this ability must have a severe, though perhaps subtle effect on
|
||
the person.
|
||
|
||
In contrast with my first thoughts of the virtual meeting
|
||
places as making yet another barrier between people, (much like
|
||
television, probably because they re both boxes that plug into
|
||
the wall), I see them now as a link, a possible tool for fusion,
|
||
although far from perfect, especially in that it precludes a vast
|
||
amount of people from becoming part of this new community for
|
||
economic reasons. I would like to think that with the growing
|
||
availability of the Internet, email and other network
|
||
communication systems, the unity that is created by the exchange
|
||
of thoughts and feelings will provide a humanitarian spring-board
|
||
and with the growing communication between people all over the
|
||
world (I can hear music surging in the background...I d like to
|
||
buy the world a coke...lalala) perhaps a true global
|
||
consciousness will arise. Or the consciousness already in place
|
||
will become more compassionate through increased knowledge and
|
||
familiarity. Art will fit in there (does already), a picture is
|
||
worth a thousand words...and takes up a lot more space...
|
||
|
||
|
||
The ability to have free, almost immediate communication
|
||
with people who are far away is extremely satisfying.
|
||
|
||
|
||
|
||
The level playing field of electronic communication on
|
||
Internet is seductive. I, and most people, don't reveal
|
||
gender, age, race, social standing while having these exchanges
|
||
and it is not necessary. This has got to be a good thing.
|
||
|
||
The downside of this connection is the potentially
|
||
intrusive nature of the electronic net, a net we could all be
|
||
caught in like little smelts with credit cards, Until the end of
|
||
the World explored both these aspects fully, the connection kept
|
||
people in close contact if they so desired and made it very hard
|
||
to hide.
|
||
|
||
Back to my personal story. A testimonial. Dredged in
|
||
isolation (and I mean dredging in the culinary sense, the way
|
||
your mother used to dredge chicken pieces in flour and spices
|
||
before frying) I of course turned to the television and began one
|
||
of those marathon, epic debaucheries of avoidance. Well, I was
|
||
dragged from my reverie of watching the passive screen to the
|
||
more engaging activity of watching the computer screen, ah....a
|
||
screen that talks back. I m not exaggerating when I say I miss
|
||
the computer room during the weekends.
|
||
|
||
For me, with my limited resources, the computer works best
|
||
for communication purposes, text, at this point is the medium of
|
||
choice.
|
||
|
||
Computer art is verbal art right now. Making traditional art
|
||
is, to me, usually a pretty solitary activity. It is also a
|
||
physical one, I enjoy the feel of the materials, the smell, being
|
||
able to hold the art, move it around. Because I use my senses,
|
||
it is sensual. Because it is sensual, there is also a realm of
|
||
sexuality. The move from three dimensional art to trying to make
|
||
something that I could call art, on a screen, that I couldn t
|
||
touch or change the shape of unless I kept within the limited
|
||
dimensions, was frustrating to say the least. Perhaps, now that
|
||
the form is not so foreign to me and I have a real desire to see
|
||
what I can do with this thing, and more time; I ll be able to
|
||
explore the visual aspects more fully. This is only the
|
||
beginning.
|
||
|
||
There is no conclusion. My world has been made larger. I have
|
||
barely experienced an introduction to this new art tool. I m
|
||
hooked.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
*****************************************************************
|
||
***************
|
||
(These are the incoherant rantings of a young man driven over the
|
||
edge by a
|
||
word processing program. Please proceed with caution.)
|
||
*****************************************************************
|
||
***************
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
WordPerfect ate my essay, and my brain
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
Neil Barman
|
||
9106988
|
||
FA345
|
||
Brad Brace
|
||
June 18, 1993
|
||
|
||
|
||
|
||
The last time I spent a serious duration in front of a
|
||
computer was in grade six. I was twelve years old and the
|
||
elementary school I attended had purchased four Apple II's. With
|
||
so few computers at their disposal they were forced to choose an
|
||
elite group of students who would be privileged enough have
|
||
access to the new technology. I was chosen to be among the
|
||
"lucky" ones.
|
||
We set out with task of learning Basic. I quickly learned
|
||
how to write a program that would spew an annoying pattern of
|
||
numbers
|
||
down the screen. I also learned how to do math equations on the
|
||
computer, but I already had a calculator that made quick work of
|
||
those and fit in my pocket too. We were given almost no guidance
|
||
mainly due to the fact that there was none to be given. Nobody
|
||
really knew very much about computers, with a few exceptions.
|
||
Two young brainiacs named Adrian Evans and David Burridge
|
||
knew what they were doing. They had computers at home, the very
|
||
same ones that were at school. They wrote cute little programs
|
||
that would do this or that. Programs so inconsequential I can't
|
||
even remember them now. But they knew how to do it. They also
|
||
made it their business to remind me that I did not know what I
|
||
was doing. They would talk computer lingo and laugh at how
|
||
perplexed I would get. They would point and whisper and giggle as
|
||
I would try to explain to the teacher why I was so confused. I
|
||
had no clue why we were doing what we were doing. I was given no
|
||
assistance in that department. The "computer education" program
|
||
continued and I continued to be bewildered.
|
||
Basically Adrian and David were geeks flaunting their
|
||
computer literacy. I knew that and I tried not to let their
|
||
intimidation get to me. It did in any case. I opted out of the
|
||
computing program. I figured they were far more trouble than they
|
||
were worth. I avoided them like the plague.
|
||
Ten years later, I have decided to re-acquaint myself with
|
||
the machine called computer. A class called "Art and Technology:
|
||
Art in the Age of Digital Reproduction" seemed like it would be
|
||
a good start since I already have a pretty good grasp of the art
|
||
part. Combining art with computer technology sounded like a
|
||
fascinating progression. Since I make art, I was curious as to
|
||
how I could use computers in my art-making process. As it turns
|
||
out, the software that is available right now is of almost no
|
||
use to me. While it can be enjoyable and amusing to manipulate
|
||
photographs and paint on electronic canvases, it still seems like
|
||
it's more trouble than it's worth. I have been told, however,
|
||
that these boxes come in handy.
|
||
The work that I am doing at present, which is mostly
|
||
photography, has too much basis in reality. It is about the way
|
||
we live. It is about the way we build and develop the areas where
|
||
we live and how we make those places as ours. It is about many
|
||
aspects of being a person. I have not found a way for the
|
||
software to provide me with any assistance. I work with other
|
||
peoples' senses of self and creativity. While someone is probably
|
||
writing a program that will simulate these things, I'm not
|
||
interested. I thrive on interaction with real people, they never
|
||
cease to amaze me.
|
||
While computer software itself has not provided me with
|
||
inspiration, the Internet has. At first what felt like a mystical
|
||
society of computers around the globe is now a different
|
||
dimension of worldly consciousness. Quantum mechanics is busy
|
||
trying to prove the existence of alternate dimensions; I've been
|
||
exploring one for the last eight weeks. It is the dimension of
|
||
information and communication.
|
||
It seemed like an incredibly difficult task at first, much
|
||
like learning Basic when I was in grade six. This time however
|
||
there were no computer geeks around to hamper the learning
|
||
process. I was all on my own. With only a guide book to chart my
|
||
course I have been able to "go" all around the world. I have
|
||
gained access to a seemingly endless supply of information. Text
|
||
is definitely the most powerful medium here. I have found other
|
||
forms of information, sound and images for example, but text is
|
||
the only one that has been able to feed me satisfactorily in this
|
||
dimension. Text has given me the knowledge to explore further.
|
||
With more exploration comes more text, comes more knowledge...
|
||
This may not seem like a breakthrough discovery to most, but it
|
||
was to me. The text not only pushes me in new directions around
|
||
the Internet, it has charged my imagination. I am fascinated with
|
||
the possibilities of this new dimension.
|
||
I have been able to converse with people all over the world.
|
||
|
||
The very same people I would love to interact with in person but
|
||
am unable to because of distance. Connectivity over the Net has
|
||
been the next best thing I suppose, but it is a far cry from the
|
||
real interaction that fuels my art. I have found it intriguing to
|
||
no end but it hasn't given me anything. Yet. I expect that
|
||
communication on the Internet will be very much like regular
|
||
social interactions people have nowadays. You go to places you
|
||
like. You avoid other places. You meet many people. You keep in
|
||
touch with a few. Friendships grow and you learn from each other.
|
||
The thing that has been somewhat of a shock has been the
|
||
relearning, from scratch, of all things dealing with social
|
||
interaction. You must relearn the processes of travel and
|
||
conversation. There is no bus route for the Internet and you
|
||
can't laugh out loud.
|
||
The arena of the MOO seems to provide a bridge between
|
||
reality and Jaron Lanier's vision of VR and communication as one.
|
||
Though they are only text-based at the moment they are headed in
|
||
the right direction. Their possibilities for character
|
||
interaction extend only as far as they can be programmed. In
|
||
addition to this, if you want to see how you interact with
|
||
another character, you must visualize it in your head. The same
|
||
goes for sounds and smells. The ideal vision of VR has all
|
||
sensory inputs virtualized. I would probably be an excellent
|
||
guinea pig for a perfectionistic VR developer. You see, I suffer
|
||
(or , as I like to think, am privileged to suffer) from a
|
||
condition I call hyper-awareness. Anything and everything my five
|
||
senses can take in they do. This is usually a pleasing
|
||
substitute for the drugs I've never done though overloads do
|
||
happen. It can make driving a little difficult. I find the Moo's
|
||
acceptable, but not enough to tweak my senses, which enjoy
|
||
reality far too much.
|
||
On the flipside of that argument is that Moo's, in
|
||
particular MediaMOO at MIT, have provided me with some
|
||
interesting insights into how people develop and personalize
|
||
their own space when it can be absolutely any space at all. You
|
||
can make anything and set it so it can be manipulated in any way
|
||
you choose. Most of the stuff I've "seen" has been pretty
|
||
imaginative. The major limitation of creating your own
|
||
environment in a MOO is that other characters can only perceive
|
||
it one way, the way you describe it. Something is lost when you
|
||
are not able to explore a locale with your five senses. It is
|
||
something that is not actually a sensory input. It is more of a
|
||
feeling you get about the person whose space you are in. The
|
||
sterility of the MOO keeps you from feeling this. It is pretty
|
||
difficult to get in a position in the MOO where you feel
|
||
genuinely uncomfortable. It's a feeling like this that makes you
|
||
act truly human. Without it, and others, social interaction feels
|
||
a bit too artificial. With all this talk about feeling I
|
||
beginning to think that I'm missing the point.
|
||
If you've noticed traces of pessimism, sarcasm, and
|
||
cynicism, you're probably reading this properly. These natural
|
||
characteristics of my personality, coupled with my desire for
|
||
real experiences and my general dislike of things convenient,
|
||
leave me still wondering the same thing I wanted know in grade
|
||
six: what is all the hype about?
|
||
It seems that almost every household has a computer. I am
|
||
constantly hearing how you must be computer literate in order to
|
||
succeed get a job nowadays. Many people are storing all their
|
||
vital information on disk. Even in this class, so many people
|
||
appear to be engrossed with learning how to use the available
|
||
software. It seems awfully limiting. Am I missing something? Is
|
||
there something advantageous about having your job, your home,
|
||
your self, hang in the magnetic balance?
|
||
Computer-dependant people have perhaps conveniently
|
||
forgotten that computers need electricity. Again, not a
|
||
monumental revelation, but few seem to acknowledge this fact. It
|
||
makes me think of one of the many power failures that used to
|
||
occur during summer rainstorms as when I was younger. People
|
||
would gather at some spot on the street, sheltered by umbrellas,
|
||
and chat. My mother once told one of the neighbour kids that
|
||
since the power h ad gone out we'd have to watch television in
|
||
the dark. He bought it. People are just as gullible when it comes
|
||
to computers. Computers also "crash" (a mysterious phenomenon
|
||
that I have been reminded of thrice during the writing if this
|
||
essay). Rarely does anybody have a solution, let alone an
|
||
explanation for this. I can't understand how people can rely so
|
||
much on such fragile pieces of equipment.
|
||
After so much griping about these annoying boxes I'd better
|
||
reveal my admiration of them. As I have already stated, I think
|
||
the ability to communicate with them is invaluable. Having a
|
||
computer in every household for that reason alone would be worth
|
||
it. Anyone has the capability to access almost anything from
|
||
anywhere. Those are pretty huge parameters that have never been
|
||
within our reach before. People talk of a restructuring of the
|
||
Internet whereby more restrictions would be in place.
|
||
Unfortunately, due to human nature, we will probably work to
|
||
justify a situation like that. Greed will more likely than not
|
||
drive people to lock up information, with access for a price.
|
||
Hackers will continue to hack but the stakes will be higher. The
|
||
authorities will crack down harder on those who are caught. Those
|
||
in the upper echelons of government know that information is
|
||
power, and they're not about to give it up that easily. The EFF
|
||
will hopefully grow and continue to prosper.
|
||
I have been amazed by what computers can do. My aspirations
|
||
for putting out my own publication will be realized shortly.
|
||
While you'd never be able to tell by the appearance of this piece
|
||
of writing, I am eager to tap the dynamics of the realm of
|
||
desktop publishing. Even more than I imagined, I will be able to
|
||
distribute it world-wide if I so choose. I will be able to design
|
||
my own home, with plans ready to hand to the builders. These are
|
||
things I had not imagined possible before. I don't suppose Adrian
|
||
and David would be too impressed. So what.
|
||
I have been feeling quite uncomfortable trying to come up
|
||
with "original insight and speculation on contemporary culture
|
||
and technology." I have such little experience with this field
|
||
that any attempts to theorize so far have ended up with
|
||
technologically aware people either stating that it's been done
|
||
or questioning why I would want do such a ridiculous thing. It
|
||
has made me feel like I'm too creative to be working on a
|
||
computer. Either that or I'm being too demanding. I don't have
|
||
the technical know-how to recognize which it is yet.
|
||
This planet definitely needs more communication. The
|
||
Internet has made it so that you reach around the world, but not
|
||
everywhere.
|
||
As far as I know of there are no connections to the third world.
|
||
For the most part the technology is only available to big
|
||
businesses and universities. According to Molly, a character in
|
||
MediaMOO, that would mean that this kind of technology is limited
|
||
to an elitist group of people with enough money to gain access to
|
||
the resources. The uneducated, unwashed masses are deprived of
|
||
the opportunity to be connected. I can believe it. We are going
|
||
to have to find a way to hook up the rest of the world. Without
|
||
it, the third world might slip further into the information void.
|
||
"I have found computers provide a pretty good workout for
|
||
the modern mind. The possibilities of computing have been able to
|
||
stretch the imagination of some. Never before would you have been
|
||
able to manipulate a photograph or a rendered 3D object in the
|
||
ways you can now. You can publish yourself. While it is still
|
||
somewhat expensive to accomplish these things, it is no longer
|
||
absolute impossible. With the added potential of computers you
|
||
can let your imagination explore larger expanses. Getting things
|
||
done is now only a matter of learning how to do it, and even that
|
||
is easier than ever!"
|
||
...
|
||
I still don't buy it.
|
||
Reality is far too valuable for me to give up. I love my
|
||
cat. I love Italian food. I love my Polaroid camera. I like to
|
||
feel fear. I drive my car fast any chance I get. I have almost
|
||
drowned in snow. Standing on the edge of the roof of my apartment
|
||
gives me a rush. There is no virtual adrenalin. I play basketball
|
||
on the weekend with a bunch of very large guys who hit hard.
|
||
Bruising is an essential part of being alive.
|
||
I have memories of growing up. Barbecues in the back yard.
|
||
Riding my bike up and down the block. Neighbours. Getting chased
|
||
by the bully. Going on vacation. Swimming at the local pool.
|
||
Stuffed animals. I don't think virtual sentiment would cut it.
|
||
The terrible feeling inside when you smoke your first cigarette.
|
||
The experiences of my life have shaped me and will continue
|
||
to do so forever. I can't help but get the feeling that
|
||
technology is being shoved down our throats. I thought this time
|
||
I might be able to keep myself from gagging on it but i haven't
|
||
been successful so far. AT&T is trying to convince me that I
|
||
won't need a road map anymore. Their advancements will get me to
|
||
my destination quickly, safely, and efficiently, and when I get
|
||
there I can call my wife over a video-phone. They're trying to
|
||
make physical distances non-existent by transporting my presence
|
||
around through a sterilizing filter. I'll pass on it, thanks. It
|
||
all just seems too safe.
|
||
|
||
I have not been able to make up my mind for the last seven
|
||
pages. I have reacquainted myself with the best technology
|
||
available to me. I have explored more of the Internet than most
|
||
people I know. I have learned how to do many things with these
|
||
fancy boxes. I know what I can do. I still want to know why. At
|
||
least this time I am able to make an informed choice about my
|
||
future in computing. It is very likely that six months from now
|
||
my opinion will have changed. Nobody is going to know anyway.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
by: James Nobel
|
||
|
||
INTRODUCTION
|
||
|
||
Since the beginning of mankind, inventions were the fundamental
|
||
backbone of progression into what laid ahead. The telephone and
|
||
television are among the most influential inventions that
|
||
propelled mankind into boundless territories. Here,
|
||
communication is the intangible force that governs the world s
|
||
fate, we now live in. If it wasn t for the telephone and
|
||
president Kennedy s tactics we wouldn t be here: the Cuban crisis
|
||
would have been a reality. Now, considering this critical event
|
||
that would have seriously dictated the future of civilization,
|
||
how else will technology affect us? Our lives will be changed
|
||
for the better or the worse by technologically advanced tools and
|
||
multimedia; in conjunction, the future of our society and culture
|
||
will adjust and adapt as we progress into what may be the
|
||
information age or the post-industrial age. A passage by Kurt
|
||
Yonnegut captures the very essence of what we are to expect with
|
||
regard to technological advancements:
|
||
|
||
. . . the First Industrial Revolution devalued muscle work, then
|
||
the second one devalued routine mental work. . .
|
||
|
||
Do you suppose there ll be a Third Industrial Revolution?
|
||
|
||
A third one? What would that be like?
|
||
|
||
I don t know exactly. The first and second ones must have been
|
||
sort of inconceivable at one time.
|
||
|
||
. . . I guess the third one s been going on for some time, if
|
||
you mean thinking machines. That would be the third revolution,
|
||
I guess - machines that devaluate human thinking.
|
||
|
||
(Smart, opening page)
|
||
|
||
Although this passage makes reference to artificial intelligence,
|
||
it gives us an idea of how fast technology is progressing and the
|
||
ramifications of such progression. Can you image machines that
|
||
devaluate human thinking? Our imagination would lead us to many
|
||
predictions on future society and culture. Essentially,
|
||
technology is the impetus for the fate of our future. In order
|
||
to instigate some thought and provide some insight, this essay
|
||
will reveal the potential capabilities of contemporary technology
|
||
and the effects it will have on modern society and culture.
|
||
|
||
|
||
MODERN SOCIETY
|
||
|
||
Communication and information are virtually the vital blood and
|
||
heartbeat keeping society alive and healthy. Because of
|
||
technological improvement, the way in which we communicate has
|
||
become diverse and complex (Multimedia), diverting from
|
||
conventional forms. New technology provides capabilities to be
|
||
done differently, efficiently, and more conveniently. In
|
||
essence, convenience and efficiency are the driving force for
|
||
modern technology, without them civilization would remain
|
||
stagnant or dormant, which ever way you look at it. If not for
|
||
convenience, cellular phones would be obsolete and there would be
|
||
no drive for the invention of a wristwatch sized pagers. If not
|
||
for efficiency there would be no need for software programs such
|
||
as CADs and the digital form of communication, Email.
|
||
Convenience and efficiency complement each other, and together
|
||
are the essential ingredients for technological growth.
|
||
|
||
With respect to the affects of technology on society, we have
|
||
experienced what has already happened and the many researches
|
||
that had been done. Consequently, there could be a trend that
|
||
will provide invaluable clues to the future. Eventually we are
|
||
and will be affected by modern technology and notice changes in
|
||
our education system, government, profession, and business. New
|
||
information and communications technologies are spreading rapidly
|
||
throughout the world at an increasing pace. Someday, we will be
|
||
able to remain in one central location and complete all daily
|
||
tasks without coming in physical contact with another person.
|
||
Sports and leisure activities will be the only factor motivating
|
||
the movement of our body. People may turn into a bunch of couch
|
||
potatoes taking for granted the convenience of what technology
|
||
has to offer: already, interactive TV programs are enabling one
|
||
to order pizza from a simple command on a remote control.
|
||
Additionally, information is as easy to access as searching for a
|
||
book in a library, may be even easier. There are databases
|
||
everywhere that can be accessed by the public. For example,
|
||
there is a BC computer guide listing programs and services
|
||
offered by the provincial government. The convenience of
|
||
acquiring information by means of information highways precludes
|
||
the hassles of fiddling through a phone book and calling place
|
||
after place to access your target. Moreover, telecommunication
|
||
is augmenting the elimination of office as the workplace. People
|
||
will be able to conduct daily work activities without leaving the
|
||
home. Consequently, the environment we live in may benefit from
|
||
less air pollution caused by excessive automobile exhaust and
|
||
population of the city core. Economically, the decreased demand
|
||
for downtown office space will drive the rent/lease prices down,
|
||
thus, permitting affordable prices for people wishing to live in
|
||
the downtown area. To conclude, there seems to be many
|
||
advantages of convenience, however, may be in the future this
|
||
world we live on will be inhabited by slothful but highly
|
||
intelligent human beings.
|
||
|
||
Currently, information is without question equivalent to power
|
||
that can be shared freely by all. Some people acquire
|
||
information which is related to the struggle for the competitive
|
||
edge, especially in business. Professions will fight for the
|
||
valuable commodity (information) that will keep them ahead of the
|
||
rest of the pact. An academic researcher needs information to
|
||
solve problems and create theories that will undoubtedly keep
|
||
him/herself ahead of the field in his/her discipline. Even
|
||
artists, fashion designers will be affected. By the nature of
|
||
their industry, replication is rampant, to a certain degree, and
|
||
will burgeon if information is easily accessible. If that s the
|
||
case artists will lose their authenticity, however, due to
|
||
serendipity and creativity, they may gain new ideas and designs
|
||
to enhance their respective disciplines.
|
||
|
||
Presently we can access and deliver information millions of miles
|
||
away on the other side of the world. This was unfathomable years
|
||
ago, but in the age of the INTERNET information is going to be
|
||
the blood allowing the body of society to function smoothly.
|
||
Without this communication network we may be thrown back into the
|
||
days of civilization where mediums facilitating communication
|
||
were non-existent. Information and communication will be so
|
||
immense that society may form into a single entity, a global
|
||
community. Although this is a broad view there may be a
|
||
rudimentary integration of a global society. For instance,
|
||
automatic translation of different languages for users of the
|
||
INTERNET. A Canadian researcher communicating in English may
|
||
deliver messages instantaneously translated into Chinese for a
|
||
Chinese scientist.
|
||
|
||
In the INERNET era, information highways are the driving force
|
||
eliminating the need for paper as medium for communication.
|
||
Digitized text reinforces and supports the move for a paperless
|
||
environment. Digital text is eternal and immortal, stored in
|
||
electronic facilities, whereas paper is mortal and indefinite
|
||
with a simple force of a hand or water. Without a doubt, the
|
||
strengths of information highways as communication mediums will
|
||
put smiles on the members and proponents of the environment
|
||
movement. Consequently, typing will become a mandatory
|
||
prerequisite implemented in our education system. That is until
|
||
thoughts can be entered into a computer through voice activation.
|
||
Unfortunately (or to some - fortunately), the paperless
|
||
environment is presently not a reality and will take years for it
|
||
to become a part of society. Despite the exponential growth of
|
||
the INTERNET and computers entering more homes, not every man
|
||
and women has access to computers and this communication medium.
|
||
Additionally the 100% safeguard of computer storage is not
|
||
guaranteed (because of computer viruses and the like), thus
|
||
furthering the acceptance of a paperless environment. With
|
||
regard to mail, the Email system will definitely flourish.
|
||
Sending messages so easily and quickly will make writing letters
|
||
more enjoyable. May be future post offices will integrate the
|
||
Email system in their organization. Individual booths will have
|
||
voice or hand activated input devices that delivers any where and
|
||
place in the world at a cost comparable to a postage stamp.
|
||
Where ever the Email system will be located, the
|
||
telecommunications industry will probably be the main and most
|
||
important industry of the future. This industry will provide
|
||
jobs, compensating for the lost occupations that were replaced by
|
||
computers and robotics.
|
||
|
||
In the education system today, computers are becoming more
|
||
prevalent. Children are using it at a younger age, starting in
|
||
elementary schools. By this integration of digital technology
|
||
into our schools, children might grow lacking interpersonal
|
||
skills and a social life. This statement is generalized, but
|
||
Darwin s theory of evolution may support the truth. As years
|
||
pass by children will lose touch of reality. Communicating
|
||
through the INTERNET with someone without physical contact will
|
||
deprive them of the experiences and feeling from conversing with
|
||
a person face-to-face. Additionally, the large world we live on
|
||
will be mentally visualized as a small world, more intense than
|
||
we currently imagine. Conversely, there are a lot of positive
|
||
outcomes from modern technology in schools. The INTERNET will
|
||
facilitate and enhance knowledge, and provoke healthy
|
||
imagination. If children read text sent to them through the
|
||
INTERNET, imagination will flourish as they try to grasp the
|
||
meaning of the text and the person they are communicating with.
|
||
|
||
In medicine and academic research, information technology can be
|
||
very beneficial and advantageous. Researchers can congregate via
|
||
computer networks (such as MediaMoo or other MUDs) facilitating
|
||
the possibilities of cures for the earth s illnesses and human
|
||
diseases. With the use of computers and network, doctors and
|
||
researchers will be able to work together and tackle the world s
|
||
problems. Moreover, sociologists can record, observe, and study
|
||
dialogue from players in a text form of Virtual Reality
|
||
(communication networks), allowing the fabrication of invaluable
|
||
conclusions and theories. For biologists, computers can produce
|
||
artificial life. Computer generated living beings live and
|
||
reproduce much like their biological counterparts. This
|
||
breakthrough will most definitely impact further studies into
|
||
reproduction of, for example, micro organisms that are the
|
||
foundation for living forms. Simulating biological growth can
|
||
give scientists the observational advantage without the lengthy
|
||
task of observing the real life growth stages.
|
||
|
||
The all too familiar human occupation loss from computer
|
||
capabilities is more pervasive as the years go by. We have
|
||
already experienced the impact of Robotics in the work place and
|
||
due to the growth of the INTERNET and VIRTUAL REALITY computer
|
||
substitutable occupations will be diminishing. Operators and
|
||
information servers are the unfortunate victims of this
|
||
technological take-over. Conversely, new occupations may result
|
||
from such take-overs. Additionally, because of advanced
|
||
softwares and artificial intelligence, modern architects (for
|
||
example) have evolved from its true origin. Now the most
|
||
strenuous part of their job is to problem solve and design while
|
||
the once arduous task of utilizing their drafting and drawing
|
||
skills are now obsolete. CADs and the more advanced programs
|
||
have most definitely made an impact in this industry, whether its
|
||
positive or negative. Researcher have predicted that in the
|
||
future occupations will all be replaced or affected by computers,
|
||
except for artists, writers, and lawyers. Well, that statement
|
||
can now be modified to ALL professions will either be replaced or
|
||
affected by technological advancements. Artists facing digital
|
||
reproduction of their artwork may encounter appreciation in their
|
||
work, to a certain degree. Greater exposure and dissemination of
|
||
their artwork will frankly improve advertisement of their
|
||
original work, thus creating greater demand and marketability.
|
||
This of course is not applicable to every artwork; nevertheless,
|
||
it will impact every artist, especially the well-known or
|
||
avant-gardes of the art world. Additionally, writers and lawyers
|
||
will inevitably be affected by the immense amount of information
|
||
floating around in the vast array of networks. A lawyer may win
|
||
a case solely because of information he gathered as evidence that
|
||
was diligently extracted from a database in another city or
|
||
country.
|
||
|
||
A technological breakthrough that will literally change and rock
|
||
contemporary society is VIRTUAL REALITY (VR). If this technology
|
||
had photo images in 3D and normal motion speed, there is
|
||
practically nothing it can t do. Presently, among others, it is
|
||
used in medicine, military, education, training, entertainment,
|
||
and research. The potential for VR is enormous. While donning a
|
||
mask and wearing a sensitized glove (who knows what other
|
||
attachment will be available) one may accomplish tasks before
|
||
physically impossible. Essentially, the use of this technology
|
||
is without limits. One can think of many ways of concocting a
|
||
purpose or objective for VR: simulating warfare for fighter
|
||
pilots and soldiers is one assignment VR has accomplished. The
|
||
more interesting capabilities of VR is what it will be able to
|
||
do, not what it has done. Imagine communicating with a friend on
|
||
the other side of the world as though he/she was there in front
|
||
of you. Images and sounds just like the real thing will fool
|
||
the mind and give humans the ability to do almost anything
|
||
without the presence of physical contact. A fencer under VR will
|
||
visualize a stab wound (hypothetically speaking) without sensing
|
||
physical pain throughout his/her body. Slam dunking like Michael
|
||
Jordan without even leaving the ground. Unfortunately there is a
|
||
dark side to VR and that is of satisfying our minds. It could be
|
||
addictive, comparable to psychedelic drugs that fool our minds in
|
||
accomplishing impossible feats. The illusions of the VR may have
|
||
psychological effects that may be comparable to the
|
||
hallucinogenic narcotics available in the market. People will
|
||
live and breath this artificial world of the VR. The effects
|
||
could be detrimental but for its present use the VR is beneficial
|
||
to society as it trains, educates, facilitates. Additionally, VR
|
||
can assist advertising and marketing tactics. Business can use
|
||
this medium to introduce new products which will attract
|
||
customers, and enable penetration and acquisition of a
|
||
substantial market. This would most definitely be a competitive
|
||
advantage for the user.
|
||
|
||
VR may direct the future of a city s infrastructure. For
|
||
example, VR could someday be seen in shopping malls.
|
||
Merchandising stores will be the size of a information center
|
||
booth with VR equipment and attachments. Inside the VR world
|
||
would be a store salesperson or assistant. One will be able to
|
||
virtually shop inside a digitally reproduced environment of a
|
||
store. Prior to entering this digital store, the size of ones
|
||
body will be programmed to enable one to virtually try on a piece
|
||
of desired clothing. Then, ones appearance will be viewed in a
|
||
virtual mirror. When one chooses to buy an item he/she will
|
||
purchase it by conventional means, and receive it where it was
|
||
stored in a compact department behind the storefront (booth). If
|
||
VR is used along these lines, society will benefit with fewer use
|
||
for land and space. May be the environment can be saved from
|
||
this idea (if it hasn t already been thought of). With
|
||
increasing population, the infrastructure of a city would be
|
||
maximized to civilian comforts without building outwards,
|
||
possibly destroying the environment and pristine wilderness
|
||
areas. Basically, land and space will be used more efficiently
|
||
and effectively, and materials would not be wasted.
|
||
|
||
Along with the advanced technological capabilities of VR and
|
||
other instruments, the political system may change drastically,
|
||
for the better or worse. With the acceptance of the INTERNET in
|
||
the Clinton administration, citizens will be able to voice their
|
||
opinions, feelings, and ideas about contemporary issues and
|
||
problems. This will enable the Clinton administration to view
|
||
the whole picture of a controversial issue which provides the
|
||
creation of quality decisions. On the contrary , countries under
|
||
a fascist government will experience greater control and order by
|
||
the dictator. With current and future information technology,
|
||
dictators will be able to monitor and record the lives of the
|
||
people. May be George Orwell s fictitious character Big Brother
|
||
will become reality. Some believe this character already exists.
|
||
|
||
|
||
MODERN CULTURE
|
||
|
||
Society is built on many blocks, and no block is more celebrated
|
||
than that of culture. Culture is what distinguishes us from
|
||
people of other nations, and because of escalating growth of
|
||
global interconnection different cultures will be subject to
|
||
integration. Although a lengthy process, the transition is
|
||
exemplified in the global economic system: European Economic
|
||
Community (EEC) and the imminent North American Free Trade
|
||
Agreement (NAFTA) are just simple examples of the movement
|
||
towards global integration (hereinafter global integration is the
|
||
cohesion of information from all the countries of the world). In
|
||
the age where technology is fostering the construction of a
|
||
global village, how is the arts (the groundwork of culture) and
|
||
the artists going to be affected? Currently, how have they been
|
||
affected?
|
||
|
||
Integration of the arts, which comprise of the theatrical,
|
||
musical, and visual arts, are happening already. Technology has
|
||
enabled people of different cultures and languages to communicate
|
||
with each other. Words in Japanese is currently translated into
|
||
English in the matter of seconds by the tap of a finger. Voice
|
||
activated language translation already exists, furthering the
|
||
possibilities of global integration. Considering global
|
||
integration, what will be the dominant culture adapted by all?
|
||
A trend that seems to be occurring rapidly gives rise to an
|
||
answer: the country with contemporary technology and culture
|
||
that will attract others. An example is the youth culture in
|
||
Japan and many other Asian countries who are riding the wave of
|
||
the American youth culture. They listen to the same music;
|
||
admire the same visual artists, musicians, actors/actresses, and
|
||
athletes; play the same sports (except for SUMO); and, eat the
|
||
same food as the Americans, all possible because of the
|
||
technological multimedia available to them. The powerful
|
||
Americans not only influence its immediate neighbors but also
|
||
overseas countries.
|
||
|
||
As technology develops, so does the arts. Amid the presence of
|
||
the INTERNET, artwork will be dispersed all over the world for
|
||
viewing by anyone who possesses the necessary instruments. As
|
||
deliverance and receipt of artwork becomes easier, the downsides
|
||
of replication (as already mentioned) are likely to be more
|
||
prevalent. On the contrary, greater dissemination will enable
|
||
the invention of new ideas and thoughts from a compilation,
|
||
acquired through various computer networks. A simple example is
|
||
native art. Due to the vast amount of information available,
|
||
native artists have produced new styles and forms of art through
|
||
generations. A native artwork is printed with colors never used
|
||
in traditional forms. Technique and use of tools for carving
|
||
wood and metal have enhanced and elevated native artwork.
|
||
Presently, native art is internationally recognized and cherished
|
||
by many. The ideas may have been brought about independently,
|
||
however, the probability of acquiring new materials and
|
||
techniques from outside sources are immense. Additionally,
|
||
contemporary artists benefit from information that can, through
|
||
human ingenuity, create new techniques, skills, and forms of art.
|
||
|
||
|
||
Manipulation and digital production of visual artwork provides
|
||
efficient and convenient processes of creating art. Art
|
||
connoisseurs and enthusiasts may repudiate the nature and
|
||
originality of digitally produced artwork. This view is
|
||
reinforced by W. Benjamin:
|
||
|
||
With the advent of process forms of reproduction, technique of
|
||
enlargement and slow motion begin to reveal aspects and images of
|
||
the original which escape unaided or natural vision. In
|
||
addition such processes of reproduction transform the contexts of
|
||
appreciation, reception and use of the original through the
|
||
provision of copies which enter spaces and situations beyond
|
||
the reach of the original. (Smart, p.112)
|
||
|
||
Additionally, he argues that such developments have interfered
|
||
with the
|
||
authenticity of the object and that in the age of mechanical
|
||
reproduction. . . . the aura of the work of art withers. (Smart,
|
||
p.112). Nevertheless, the few that may support this view must
|
||
realize the evolution of the mediums of visual communication.
|
||
Art was produced and expressed on wood and stone in the days of
|
||
the Neanderthal and Cro-magnon man; then, artwork was expressed
|
||
on paper; consequently, photography replaced the artistic
|
||
functions of the hand; currently, artistic expression is found on
|
||
the computer screen. If one accepts this view, digitally
|
||
contrived artwork will be considered an authentic and unique form
|
||
of art.
|
||
|
||
Amid the controversies on the amalgamation of artwork and
|
||
technology, artists (the creators and founders of cultural
|
||
characteristics) face extinction (in reality --- layoffs or fewer
|
||
jobs). With the softwares (i.e. MacDraw) available in the
|
||
market, artists are overwhelmed by the capabilities and functions
|
||
of computer assisted production of design and music. The
|
||
efficiency of these software packages are creating the
|
||
elimination of artist and their conventional skills and
|
||
techniques. Artists of the 90s and the future will probably need
|
||
computer literacy and utilization techniques as replacement for
|
||
their original skills (of using chalk, paint, pen, etc.). If
|
||
this is the case, who is the real/true artist the computer or
|
||
person? In light of what may happen to artists, art may be
|
||
negatively affected by mass production and dissemination. A
|
||
piece of artwork may devalue in the mind of a viewer because of
|
||
overexposure. Much like the people who get sick and tired of the
|
||
same music played on a particular radio station: our minds simply
|
||
turn off when their is repetition. By the year 2010, the term
|
||
original piece of artwork may signify the original millionth
|
||
piece of artwork.
|
||
|
||
|
||
CONCLUSION
|
||
|
||
Currently the effects of technology is apparent to all of us;
|
||
however, in the age where full-blown cyberculture is not far off
|
||
in the future, we face a great deal of uncertainty and
|
||
vulnerability from what technology will offer. We could be
|
||
living beings existing mentally only in a digital environment
|
||
(i.e. in a MediaMoo). More frightening, we are unsure about the
|
||
actual capabilities of technology in the future. Imagine what it
|
||
would be like to live on a world where communication is
|
||
accomplished through wires connected to the brains of
|
||
participating individuals from a central computing unit. Wim
|
||
Wender s film, Until The End of the World gave us a visual
|
||
interpretation of the physical instruments necessary for entering
|
||
digital information directly into the human brain; this would
|
||
enable the phenomenon of telepathy into a virtual reality. The
|
||
use for this fictitious instrument would be endless (e.g.
|
||
eyesight for the blind) and the consequences would probably turn
|
||
contemporary society and culture five hundred and forty degrees.
|
||
Additionally, it would either astonish or scare the shit out of
|
||
modern man and woman.
|
||
|
||
We can predict the ramification of technology on the future of
|
||
our society and culture, however, those prediction will never be
|
||
known to actually occur. Our future is like a biological entity,
|
||
no empirical data or past trends can forecast what is the fate of
|
||
mankind. Not only do we as individuals live, so does the
|
||
society and culture. We are the blood cells that circulate
|
||
through the veins of society and culture. Technology is the
|
||
medicine or illness that will permeate the body of society and
|
||
culture. The effects will not truly be known until the blood
|
||
cells (people) accept the medication (technology) or reject the
|
||
illness (technology). Currently, the capabilities of medication
|
||
(e.g. LSD in the 60s) and illness (AIDS in the 90s) are without
|
||
boundaries. Analogous to technology, the mind altering drug of
|
||
LSD and the killer disease of AIDS are flourishing, capable of
|
||
influencing the fate of the mankind. If technology didn t
|
||
progress, history would not exist and time would not advance into
|
||
the next minute or day. The stagnant environment would not yield
|
||
any unusual events or occurrences. However, reality is the
|
||
advancement of time and technology. The future effects of
|
||
technology on society and culture will never be know, but we can
|
||
only theorize, visualize, and imagine.
|
||
|
||
WORKS CITED
|
||
|
||
|
||
|
||
Smart, Barry. MODERN CONDITIONS, POSTMODERN CONTROVERSIES,
|
||
Routledge, London, 1992.
|
||
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
|
||
TECHNOLOGY
|
||
|
||
|
||
The effects of modern technology on contempory culture and
|
||
society are far-reaching and have irrevocably changed the way in
|
||
which we view ourselves, and the world around us. Technology has
|
||
profoundly affected us psychologically, socially, physically, and
|
||
emotionally. It has influenced the way in which we interact with
|
||
each other and with computers, and has drastically changed the
|
||
way in which we continue to develop. Gradually, we have come to
|
||
see the world as an entire global community that is linked
|
||
through computers and other communication systems. Because of
|
||
technological advances it is now as easy to exchange ideas with
|
||
someone in China as it is with the person next door. Advances
|
||
have also been made in the computer programs that deal
|
||
specifically with visual art and design. One can also see the
|
||
advances made in fields like Cybernetics, Virtual reality, and
|
||
artificial intelligence. Yet these advances are not without
|
||
drawbacks; for, the human factor tends to be left out of the
|
||
equation and makes information exchange impersonal and isolating.
|
||
The technological progression that has occurred in the last one
|
||
hundred years has far outstripped the advances made in the
|
||
previous one thousand years and with each new development
|
||
hundreds of possibilities arise for further advancement.
|
||
|
||
The technological breakthroughs made in the last twenty
|
||
years have affected us immeasurably. Within the framework of
|
||
communication systems alone, the socialization of humankind is
|
||
irrevocally changed. We no longer see borders between nations as
|
||
psychological deterrents; merely as physical barriers. We can
|
||
communicate with people in other nations as easily as we do with
|
||
those we find within our own circle. Entire databases and
|
||
networks have been set up to encourage communication and
|
||
information exchange between a diverse range of participants.
|
||
Telnet, Gopher, Mail Art, and Internet are just a few examples of
|
||
services developed to promote and expand the concept of
|
||
individual expression and facilitate the access to a vast array
|
||
of information available in the computer age.
|
||
|
||
Computer networking is one of the fasted growing
|
||
opportunities in the computer field. It allows for a vast array
|
||
of different information to be accessed immediately at one's
|
||
fingertips, Telnet alone has over 4 000 different topics ranging
|
||
from weather and travel information to science and politics .
|
||
Once hooked up to the network, the user can access different
|
||
"conferences" and can send and receive electronic mail. While
|
||
using Telnet, I was able to access very diverse material, and
|
||
receive information on architecture and design, as well as
|
||
"conferenced" with a company that is sponsoring a design student
|
||
exchange between different Universities. The quantity and
|
||
variety of information that can be accessed is amazing, and it is
|
||
growing yearly as more and more people and companies connect to
|
||
networks.
|
||
|
||
Over and above of dealing strictly with information
|
||
exchange, networks also exist to expose artwork and other
|
||
creative fields to the general public. The International Network
|
||
Culture endeavors to eliminate the divisions between viewers and
|
||
participant, and artists and non-artists, while providing the
|
||
structure for ongoing global artistic interaction. Socially
|
||
speaking, it has linked a variety of people,(students, teachers,
|
||
professional artists, etc.) who come from different locations and
|
||
sociological backgrounds, who otherwise would never have
|
||
interacted. This type of networking culture is a new movement
|
||
which challenges the conventional meanings of art and literary
|
||
expression and acknowledges art to be more interactive. The
|
||
intrinsic value of this democratic system of personal expression
|
||
allows for individuals to concentrate on aesthetic and creative
|
||
concerns and not on status or political concerns.
|
||
|
||
Cyberspace is a computer generated space that humans can
|
||
enter and interact within. Cyberart, created in cyberspace,
|
||
therefore has no physicality like real art, and it is more
|
||
democratic in the sense that it is created and expressed on a
|
||
unilateral and not on a hierarchical level. Because it is new
|
||
there is no hard and fast rule defining cyberspace. As more and
|
||
more people get on-line to networks and bulletin boards, the
|
||
governing of cyberspace--who will be allowed access to what and
|
||
where and for what cost are questions that will need answers.
|
||
The majority feel that the broader the base of a non-hierarchical
|
||
self-governing body, the more it would adhere to the premise
|
||
behind cyberspace; namely, individual rights and equal access.
|
||
However, it is all a question of logistics, control, and money.
|
||
Because there are millions of people who are on-line to networks,
|
||
there is a great deal of money at stake and the question is who
|
||
(what companies) will have a monopoly on the service. As services
|
||
continue to develop one must also look at expansion in a
|
||
direction that favours two-way networking which favours a more
|
||
democratic decentralized system. This decentralization can also
|
||
be seen in today's computer companies. With the expansion of a
|
||
more global market, companies are now specializing in specific
|
||
areas. This also allows for competion among groups dealing in
|
||
specific arenas which in turn enables the consumer a wider
|
||
variety of choices.
|
||
|
||
A new network being developed that has a great potential and
|
||
will offer many benefits is ISDN., Integrated Services Digital
|
||
Network. It is a set of digital protocols which enables the
|
||
movement of information, both voice and video, over regular
|
||
telephone wires at a faster speed than can be achieved by a
|
||
modem. The possibilities could include video conferencing and
|
||
electronic mail, and other information to be transferred from
|
||
home, and portable sites that as of yet are not as accessible as
|
||
the office environment. This type of infrastructure will allow
|
||
for greater flexibility and freedom of where and when information
|
||
can be sent and received at very rapid rate. As of yet, ISDN is
|
||
not readily available, but alliances are forming between computer
|
||
and phone companies in order to establish the groundwork for
|
||
local, national, and international access-- in essence, to
|
||
establish a "information super-highway".
|
||
|
||
The way in which computers have become integrated into our
|
||
daily life has made us become more and more dependent on them.
|
||
The psychological and emotional impact of the "computer age" has
|
||
been far-reaching and has challenged the way in which we view
|
||
the world. One of the main psychological concerns caused by the
|
||
increasing role that computers play in our lives is Fear.
|
||
|
||
|
||
"The real danger is not that
|
||
computers will begin to think
|
||
like men, but that men will
|
||
begin to think like computers"
|
||
-Sydney J. Harris
|
||
|
||
According to a report in "Omni" magazine, computer
|
||
scientists at the Massachusetts Institute of Technology stated
|
||
"....we are rapidly losing, have perhaps already lost, physical
|
||
and mental control of our society." (According to Dr. Joseph
|
||
Weizenbaum). Generally, the level of fear is most prevalent
|
||
among older people, because the younger generation have become
|
||
familiar with computer skills and programming. These are being
|
||
intergrated into the educational system. Yet, "computerphobia"
|
||
persists to be a major stumbling block in the path of technology.
|
||
There are a various rationalizations behind this fear; some
|
||
people are afraid of losing jobs, as more and more complex
|
||
machines are being developed that can do the work cheaper and
|
||
more efficiently. Others become overwhelmed and feel
|
||
insignificant and view the entire computer field as
|
||
incomprehensible and threatening. There is such an overpowering
|
||
array of different computers, programs, information, plug-ins,
|
||
printers, etc., available, that it is hard to even begin to
|
||
understand were to begin, let alone become proficient in the
|
||
computer age. However the most compelling fear we face is that
|
||
computers will become too powerful and man will no longer be in
|
||
control. This general idea is even played out in major Hollywood
|
||
movies i.e. "The Terminator".
|
||
|
||
"Modern man is the victim of the very instruments he values
|
||
most.
|
||
Every gain in power, every mastery of natural forces, every
|
||
scientific addition to knowledge has proved potentially
|
||
dangerous,
|
||
because it has not been accompanied by equal gains in self
|
||
understanding and self discipline.
|
||
-Lewis Mumford
|
||
|
||
Modern technology also has a physical impact on our lives.
|
||
In light of the fact that now millions of people sit in front of
|
||
a computer terminal for hours at a time day after day,
|
||
regulations have been passed limiting the amount of time a person
|
||
can sit in front of a screen without a break. There is an
|
||
increased awareness of the effects of electromagnetic fields
|
||
that are given off from monitors and are strongest within two
|
||
feet of the monitor. To date there has not been a comprehensive
|
||
long-term study of the physical ramifications of the field.
|
||
There are also studies that indicate that there are increased
|
||
cancer rates for people regularly exposed to radiation and an
|
||
increased rate of miscarriages.(Brodeur, Paul, Currents of Death:
|
||
power lines, computer terminals, and the attempt to cober up
|
||
their threat to your health) Luckily, there is an increased
|
||
awareness and new advances in monitor design that help shield the
|
||
user from excess radiation. Other physical problems that occur
|
||
with the computer are dizziness, headaches, and eyestrain. These
|
||
are caused by flickering or unclear screens or by glare, yet
|
||
these too can be relieved by using antiglare screens and proper
|
||
lighting. A lesser known physical problem is known as repetitive
|
||
stress injury; found when one does the same thing over and over
|
||
again. This can have a damaging effect on various parts of the
|
||
body. Lower back pain can be relieved by getting up and changing
|
||
positions frequently. Another common ailment is pain in the
|
||
wrists, hands and arms; variations on keyboard design and
|
||
placement are being reviewed but no solution has yet been found
|
||
that completely relieves the problem..
|
||
|
||
With the advent of video cameras, computer imaging, and
|
||
desktop publishing, etc, we can "immortalize" ourselves, our
|
||
actions, and our thoughts. Psychologically, this has had a great
|
||
impact on they way we perceive our limitations as human beings.
|
||
Now, we are no longer even limited to reality as we know it. With
|
||
the recent explosion in the direction of Virtual reality,
|
||
technology has taken us into a field never before explored.
|
||
Virtual reality will have many applications and uses in the years
|
||
to come. The technology allows the user to move through
|
||
computer-generated images (with the use of a helmet) in a three
|
||
dimensional world, which is super-imposed on the "real world".
|
||
For example one could be a mountain climber or become the main
|
||
character in a video game. Designers of Virtual reality
|
||
software are also working on programs that will make television
|
||
an interactive and not just a passive activity. While, the
|
||
equipment is still not as refined as programmers' wish, the
|
||
advances in technology have been amazing. Virtual reality will
|
||
have many other applications as well as belonging to recreational
|
||
arenas. It will be a great educational tool that will be seen in
|
||
operating rooms and in many types of very specialized
|
||
simulations. By the end of this century, the field of Virtual
|
||
reality will be so diverse and will open up avenues, as yet
|
||
unheard of.
|
||
|
||
Cybernetics: (neural modelling) the science of control and
|
||
communications systems founded on the theory that intelligent
|
||
beings adapt to their environments and accomplish goals by
|
||
reacting to feedback from their surroundings. The premise behind
|
||
cybernetics is based on human neural networks, the fact that one
|
||
can learn, generalize, and hypothesize. The objective is to
|
||
create self-organizing machines, ones that can adapt and learn.
|
||
However, the difference in capabilities between biological
|
||
information-processing systems and computers remains extensive.
|
||
In biological networks, it is through innate properties and
|
||
through learning that humans are able to respond to specific
|
||
stimuli. In effect, each individual neuron is its own decision
|
||
maker and memory storer. The one great advantage we have over
|
||
any artificial intelligence is our resilience, damage caused to a
|
||
few neurons will not shut down our entire memory or
|
||
information-processing mechanism. With an artificial system,
|
||
memory is stored with an arbitrary numerical address and can only
|
||
be accessed as such. Humans on the other hand have the ability
|
||
to retrieve memories through various methods, including content
|
||
association. The dream to achieve machine intelligence that is
|
||
parallel or greater than humankind still lies in the very distant
|
||
future; in the meantime, the complexity and versatility of
|
||
computer programs continue to develop rapidly.
|
||
|
||
With the complexity of computers increasing exponentially,
|
||
the question arises: "Can artificial life be alive?" The
|
||
semantics of the sentence alone is question enough, yet is there
|
||
an answer? Thomas Ray is a biologist at the University of
|
||
Delaware. Three years ago, he started testing a model of
|
||
evolutionary principles created on a computer. He designed a
|
||
system called Tierra, which illustrated that evolution works just
|
||
as well in a computer system as in the real world. He created a
|
||
digital creature made up of a string of computer instructions
|
||
which he then introduced into the model. Within hours the single
|
||
creature proliferated, created a race of clones that lived,
|
||
evolved, and died and themselves spawned new groups of mutants.
|
||
Ray and other scientists believe that some electronic creatures
|
||
are more than imitating life, that they actually are alive.
|
||
|
||
In the past decade, there has been a proliferation of
|
||
scientists working on computers who have produced systems with
|
||
digital creations that resemble plants and insects in a silicon
|
||
world. There is very little agreement among scientists about
|
||
what can be deemed alive, still many want to create what will
|
||
qualify as life forms. The Chaos Theory is an assumption that
|
||
computer-generated systems might actually mirror nature because
|
||
scientists have discovered that patterns and structures can even
|
||
be discerned in systems that appear to be totally disordered. It
|
||
is through the creation of artificial life that researchers
|
||
hope to discover "what is it in matter that enables it to have
|
||
such an innumerable variety of forms, including life"(Steen
|
||
Rasmussen, a Danish Physicist working at the Santa Fe Institute)
|
||
|
||
The effect that advances in technology has had on art in
|
||
today's society is far-reaching and has irrevocably changed the
|
||
way in which think about visual art. In the last century, the
|
||
transformation that has occurred in the visual art world is
|
||
immeasurable. Western society no longer necessitates that art
|
||
must fit into the well defined category assigned to it years ago.
|
||
It does not have to be a framed painting, a piece of
|
||
representational sculpture, or a well presented piece of work.
|
||
Visual art is what the artist creates, whether it be a be on
|
||
paper or on a computer. The progress made to computer programs
|
||
and applications which enable artists to create a variety of
|
||
effects is astounding. New methods and techniques arise daily as
|
||
more and more people are experimenting with the plethora of
|
||
results that can be achieved with computer programs like
|
||
Photoshop, Superpaint, and Autocad. The advances made in
|
||
programs that relate to the realm of graphic design and
|
||
architectural design have transformed those fields irrevocally.
|
||
As an Interior Design student I have noted what computer programs
|
||
like Autocad and Minicad are doing to the design field, even the
|
||
way in which programs like Architecture and Interior Design are
|
||
being taught are affected. The basic drafting skills are still
|
||
required, yet curriculums are now being augmented with courses
|
||
dealing with computer-aided design. The field of graphic design
|
||
is also changing rapidly. The majority of advertisement, logos,
|
||
letterheads and all types of signage are now all being produced
|
||
on computers. It is not only the design fields themselves that
|
||
are affected by this new technology; western society's views on
|
||
what visual art is have changed.
|
||
|
||
Today, anyone who has a computer and a simple drawing
|
||
program can now create visual art. Visual art is no longer
|
||
regulated to "artists" as it was in the days of the Beaux Art.
|
||
There are no longer clear rules deciding what is classified as
|
||
art and what is not. Who says that what one produces on a
|
||
computer program is any less artistic than what one creates with
|
||
pen and paper. When the field of photography was first developed
|
||
there was a lot of complaints and concerns dealing with whether
|
||
it should be considered and artistic field or not. There were
|
||
many painters who had trained for years to be able to replicate a
|
||
tree realistically on canvas who were dismayed at the idea that
|
||
photography was to be taken seriously as an art form. Yet with
|
||
time, as the consternation of a new and unknown field wore of f,
|
||
society came to accept photography as a legitimate artistic
|
||
statement of its own, and learned to value it accordingly. It is
|
||
also so with computer-generated visual art.
|
||
|
||
People will become aware and learn to appreciate the quality
|
||
and caliber of the work being produced. A further benefit of
|
||
the advances made in computer design programs is the ability for
|
||
society as a whole to be able to create and contribute to the
|
||
field of visual art. Due to the great accessibility of design
|
||
and drawing programs, anyone with a home computer will be able to
|
||
produce an array of drawings, graphically altered images, and
|
||
architectural drawings.
|
||
|
||
The effects of modern technology on society and contemporary
|
||
culture are phenomenal and immeasurable. They have altered the
|
||
way in which we view ourselves, and the changing world around us.
|
||
They have touched our psychological, social, and physical lives
|
||
and have greatly modified they way in which we develop. With the
|
||
unprecedented advances made in computerized communication systems
|
||
and networks even the way in which we interact with one another
|
||
and with computers is different than it was twenty years ago.
|
||
The world is now linked electronically and we have become one
|
||
giant global community. Technological advances have also
|
||
affected the fields of Cybernetics, Virtual Reality, artificial
|
||
life, and computer design programs. The transformation that can
|
||
be seen in the Art world is astronomical and has irrevocally
|
||
changed the way in which society views and values visual art.
|
||
The technological progression over the last hundred years have
|
||
been phenomenal and with each new technical discovery countless
|
||
possibilities arise for further advancement.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
Contemporary Culture (& Technology):
|
||
An Example of it More Than Anything Else
|
||
|
||
|
||
By R.K. Shaw
|
||
June, 1993.
|
||
|
||
|
||
It`s funny how we`re living in the past so much of the time.
|
||
The present, for me, has not just one finite meaning. We all
|
||
have different presents wrapped up within what we know of our own
|
||
culture and how much we partake in it and so much more.
|
||
And how about the Volkssport Association of British Columbia
|
||
display and beer garden down here at Market Square. I don`t know
|
||
what this is about beyond an accordion player in tall socks, a
|
||
pixie hat, and suspenders for his shorts. Or are those knickers?
|
||
I think they`re into hiking - them Volkenssporters. Come
|
||
from the Alps originally perhaps. Today they`ve got the centre
|
||
of attention, although I feel i`ve come after the peak of the
|
||
party. But maybe not at all. For an afternoon party it`s pretty
|
||
much come and go as you please. To PARTY does not seem to be the
|
||
big focus of the, the event? Is that what it`s called? My
|
||
shoulder`s sore & the sun is reflecting in my eyes. I think
|
||
Volkenssportees are in the blue shirts. Older they are than me
|
||
or, well me anyways. Oh, they`re some burgundy shirts as well.
|
||
A 10 & 20km walk was just announced for tomorrow (a way of
|
||
achieving visionary state of mind through walking? - an ancient
|
||
tradition?) and a walking tour of Market Square, Fantan Alley,
|
||
and Chinatown - but no points allowed for that one. Eleanor
|
||
Grant from Comox is now going up to receive a certificated for
|
||
13,000 km. John Grady has done 25 marathons and over 25,000 km
|
||
in 19 years.
|
||
Margy Limpy of Victoria,
|
||
Jerry Levine of Victoria,
|
||
and a few others.
|
||
Check out all the sun hats on the beer garden tables.
|
||
CLap Clap Clap
|
||
OH, Cathy Lean is there from Kelona, Washington.
|
||
And hey, how does anyone become an ambulence attendant anyways?
|
||
Actually that`s not that difficult a question to answer.
|
||
Either is grave diggers I suppose. Don`t beer gardens usually
|
||
have low fences around their parametres, you know, just to keep
|
||
in & keep out or what ever - FENCES, as I would say when Mike and
|
||
I discovered that Mini had pood in the tub. "Well you know cats,
|
||
CATS." All about cats explained in one word.
|
||
I guess he`s playing polkas. That`s a polka right?
|
||
Accordion equals Polka. Easy music.
|
||
|
||
|
||
SO,
|
||
About what I was going to tie this all into. Well just look
|
||
around - oh sorry, one more little divergence for a sec, it looks
|
||
like the Volkies are sponsored by Rockport. Walkers they are,
|
||
cool.
|
||
So yes, I just came from a bookstore where I flipped through a
|
||
sort of compilation sci.fi. comic
|
||
Whoa,one more Volky comment - He`s up holding the Canadian
|
||
flag - not a bad size one either - & what, come on, is
|
||
that it? - I`m waiting for him to at least flex his muscles but
|
||
yes no the flag is now back in its place on stage. Beer
|
||
gardens.
|
||
|
||
And above the Guatemalan shop and over to the left one can
|
||
buy all the latest, freshest clothing. Rave wear & sort of skate
|
||
shit. That whole alternative to norm transition and all of its
|
||
labels shit...
|
||
"To all the girls I`ve loved before". Hey this guy must be good,
|
||
give him a digital delay sampler on his acorn and I`d listen
|
||
longer & around & around but for now I`ve got to go. When the
|
||
saturation point comes...
|
||
|
||
|
||
a few days later...
|
||
|
||
I`m not always explicit and obvious with what I mean
|
||
because my meaning is, in a way, your meaning. You construct it
|
||
from that I throw together. This makes communication more
|
||
interesting and interactive. Although according to some trains
|
||
of thought, more linear ones perhaps, this way of communicating
|
||
isn`t plausible on an academic or definitive level. What i`m
|
||
talking about is taking place in a more creative or lucid
|
||
context. Often, making THINGS interesting is part of what
|
||
everything we construct is about. We are here, alive, so why not
|
||
think about stuff & talk about stuff & write about stuff and do
|
||
it and make it interesting while we`re here. Enlightenment is
|
||
boring, so balanced and harmonious and uninteresting. There you
|
||
have it, the answer to IT all. So now what, you`re alive, what
|
||
else is new. Just keep on living & working or what ever I
|
||
suppose. N`est-ce pas? And change too I guess. Throw that in
|
||
there as well. Change (or not) comes from growth or rather can
|
||
be growth, and if you like expanding (your mind and being lets
|
||
say) you learn form experiences and as a result change (or not)
|
||
because of them. You becomes a better, or rather, a different
|
||
person than you were from the last minute
|
||
or
|
||
half hour
|
||
|
||
|
||
or season
|
||
|
||
|
||
|
||
or person
|
||
|
||
|
||
or colour
|
||
t-shirt or skin
|
||
|
||
or experience
|
||
or emotion
|
||
or cloud
|
||
|
||
|
||
or scale
|
||
or life
|
||
|
||
|
||
|
||
|
||
or beach.
|
||
|
||
|
||
|
||
Cause as they say...
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
So ypoorter was writing this thing she calls Everything Is
|
||
Fuct and I was thinking ya,
|
||
|
||
|
||
everything is fuct.
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
So?
|
||
|
||
|
||
Everything is fuct and nothing is fuct and everything is fuct.
|
||
But that`s what she was writing about, at least that`s what I
|
||
think. And I`m an authority, because I say so. I could say why
|
||
I'm an authority but I`ll talk about later.
|
||
|
||
Now is later. Ha! How do you like that - quicker than a
|
||
polaroid, faster (perhaps) than money, more satisfying than -
|
||
well you might just not care so anyways->
|
||
|
||
AUTHORITY: Who gets it, how, about what, & why.
|
||
|
||
I guess what bugs me most about authority is when it`s used
|
||
oppressively or down right for the negative - Negatively.
|
||
Authority, or knowledge (or not), can be used so, so productively
|
||
(?) (I`ll use that word rather than positively, as, i guess my
|
||
presuppositions are cropping up & in here - but hey, of course).
|
||
NOTE: My little positive/productive debate thang comes out
|
||
of this thought being relative to my own biases
|
||
and presuppositions preferences. They would be for, as I would
|
||
place them, on the positive, caring side
|
||
(interpret that as you wish, I do too).
|
||
Yet instead of being used to foster love, self realization and
|
||
empowerment for the benefit of yourself and other beings and
|
||
rocks or trees, authority could just as easily be used to
|
||
encourage and promote hate and self realization and self
|
||
empowerment for the benefit of other beings etc as well (although
|
||
probably for the benefit of others who look most like whoever`s
|
||
doing the talking.
|
||
I seem to be getting sidetracked (something which I like) a bit
|
||
too much perhaps. Or maybe there is just so much I want to say
|
||
that I get on to something else before I clearly and neatly
|
||
finish up with what I oh what ever. An outline and maybe some
|
||
more formal structure to this speel would make it more acceptable
|
||
on a standard essay format. But this is supposed to be informal
|
||
so I guess I`ll go with it. This paper/piece/essay is about what
|
||
I want to say and how I want to say it. It is also suppose to be
|
||
about contemporary culture and technology. The two, me and
|
||
contempo cult & tech, are bound in ways that I may or may not
|
||
talk about but probably will. Ok, so I guess I`m overwhelmed.
|
||
La tee da tee da. There are just a couple more things that I
|
||
wanted to mention. There was a snowboard add from a couple of
|
||
years ago that went something like this: "Don`t question
|
||
authority, ignore it." To further that I like: "Don`t question
|
||
authority, be it." I sort of got that from what Mr. Virtual
|
||
Reality, Jaron Lanier, was saying about Big Brother types
|
||
possibly wanting to control V.R. input like tapping a phone line.
|
||
He advocated becoming smarter or a better hacker than those who
|
||
try to "control" things. Sorry Jaron if that's not quite what you
|
||
were getting at but it is what I mean and well, meaning is
|
||
obscure isn`t it?
|
||
|
||
I could say "that`s it" but no. Shall we continue?
|
||
I`ve very recently come to realize that I`m writing about the
|
||
future, and the very near past. I`m not used to doing this, or
|
||
at least used to looking at creativity in such a way. Normally
|
||
when ever I write it is not about things which are as of yet
|
||
undefined. This means that I am writing about nothing which is
|
||
now becoming something. This is just how technologies and
|
||
cultural movements are continually emerging, evolving, and being
|
||
defined. I can write about what is now happening in my world, as
|
||
far as I know, and what I am doing within it, as a part of it so
|
||
to speak. Often the more one knows the more one can partake.
|
||
But not always. For example, I can partake with what I know, but
|
||
of course not everywhere, well yes everywhere. My degree of
|
||
involvement is restricted or modulated by my ability to, so to
|
||
speak, speak the language. Or for others their ability to speak
|
||
my language. We are always partaking in our society to one
|
||
degree or another. By choosing not to partake you are partaking.
|
||
|
||
NOTE: I use "you" instead of "one" sometimes (lots) because
|
||
even though it`s bad grammar I think it more directly
|
||
addresses you, the reader. Active inactivity. Or inactive
|
||
inactivity. Or even inactive activity. Defining. That`s it!
|
||
I`m talking about who is defining what is what. Which all ties
|
||
into authority. Got it? I sure do and don`t. But even that is
|
||
what I`m talking about. This might help:
|
||
|
||
Music, group, & get together. Well like
|
||
|
||
that`s
|
||
another thing but you know. Cause
|
||
|
||
you know music is music. If you want to
|
||
|
||
play music you can play music if you have
|
||
|
||
the people you want to play music with
|
||
then
|
||
you can play music. Know what I mean?
|
||
-Bob Marley from Talkin` Blues.
|
||
|
||
There is an active movement or cultural shift in importance
|
||
that is growing, or at least trying to. One with an enfaces on
|
||
the security of living as an individual, living with others how
|
||
you want to with respect and appreciation from those who surround
|
||
you. This can be a scary thought because I don`t want somebody
|
||
doing what they want if it means bad stuff. "Bad stuff" covers
|
||
alot and is culturally and personally specific. What I might
|
||
consider bad would of course be good to somebody else and even my
|
||
thoughts right here are culturally specific to some one who
|
||
chooses to live in a smooth transition, positive vibe, caring,
|
||
try to not be afraid to speak my mind but get along with other
|
||
people and things kind of way. I may have to rewrite that
|
||
sentence. So, because of the randomness of truth and meaning,
|
||
people may conflict and hey, why not allow for that? How? Well
|
||
I could talk a lot about that but it would just be me spouting
|
||
what I believe in and all of a sudden I feel strange about doing
|
||
that. But since that`s what i`m doing anyways, heck, why not? I
|
||
still feel kind of strange because I`m not used to saying what I
|
||
believe in to a potentially large (hello out there) audience. So
|
||
if i`m going to speak to YOU which includes all of you (ha) then
|
||
here we go.
|
||
|
||
ME as pointer outer for a yet undefined cultural standpoint.
|
||
I don`t know how far it reaches. By this I mean that it might
|
||
just reflect back at me, or my friends, or my ecological region,
|
||
or country, age group, or race, or sexual orientation, or
|
||
economic bracket, or gender, or hair length, or level of formal
|
||
education, or experience, or yes so many of these things go in to
|
||
where I`m coming from but I know that already and acknowledge it.
|
||
Maybe our lack of a definition or label is what defines us. An
|
||
aware Slacker or active GenXer would be the closest term perhaps
|
||
(more about this later). People sometimes go through something
|
||
like this on a personal level but I`d like to see it happen on a
|
||
massive cultural scale. And I do, and don`t. It comes and goes.
|
||
One vibe becomes more prominent than another. Which is fine.
|
||
That is change, allow for it and you might not become bitter.
|
||
Remember that sometimes these thing work in cycles. I`m relying
|
||
on myself and on others of some what like mind to live daily in
|
||
such a way. I just read an Alice Walker book. "Resistance is
|
||
the secret of joy" it said. I am holding out you might say,
|
||
hanging on to my own terms, letting them change and adapt, but
|
||
trying to live life my way. Reminds me of an old Lover Boy song.
|
||
Yike. Resistance to being pushed and pulled around sometimes
|
||
means being pushed and pulled. But I would rather be respected
|
||
in my own place with out having to demand it. Who wouldn`t? And
|
||
all this shit is a big kaboodle in my brain. I care I suppose.
|
||
I care how people are doing (and the Earth for that matter). I
|
||
care about what kind of world I live in and you live in. I would
|
||
like to live with out having to lock my doors or any number of
|
||
other little yet significant things that split trust in our North
|
||
American culture. The systems, policies, and attitudes that put
|
||
people and the Earth in shitty positions (eg. poverty) are in
|
||
obvious need of change. Not only are companies and governments
|
||
being forced to change their environmental policies (not enough)
|
||
but I would like to think that those in control might actually
|
||
care about "tomorrow" more than just for economic reasons. This
|
||
may be too much to ask or hope for but this is in some weird way
|
||
how I'm trying to live daily. Banking on individual difference to
|
||
make a difference I guess. I like seeing it work though. In
|
||
little ways like recycling and using cloth shopping bags, your
|
||
own mug, and such.
|
||
New systems that are being developed need to allow for
|
||
humane based foundations. That is what is so interesting about
|
||
all the new technologies coming up. I see people still trying to
|
||
make a buck which is great (I guess) but also being conscious and
|
||
considering how these new things will positively and negatively
|
||
effect the environment, which of course includes us.
|
||
Do you ever notice that when you say something it could just
|
||
as easily be taken in exactly the opposite way from the way you
|
||
meant it. The Bible is a classic example. Interpretation is so
|
||
hinged upon context and language. I have no problem with this. I
|
||
like it. Chaos. What to believe what to believe. Those old
|
||
"objective" news reports, and scientific experiments, and
|
||
photographs they just don`t hold the same validity that they used
|
||
to if they ever really did. Maybe it is not necessarily their
|
||
validity that has changed so much as their absoluteness. They
|
||
are no longer the absolute authority or truth but now just one of
|
||
many points of view. But unfortunately whoever controls access
|
||
to the means of communication controls the content. As Jaron
|
||
Lanier said something about telephones being good because anybody
|
||
using one controls the content but not so with a TV. I have
|
||
nothing more to say and lots more to say. Lunch time?
|
||
BLaablablablablablabaaaalbbaaalaaablablablablab. I feel like
|
||
some feed back.
|
||
|
||
Thank you Heather. Heather understands. We were wondering
|
||
though about the disparity between written and spoken words and
|
||
just how immensely different the two forms of communication are.
|
||
I`m hoping that you, the reader, will understand more or less
|
||
what i`m saying and meaning. But hey, you might not and that`s
|
||
ok. Written or spoken or otherwise I might not even know what
|
||
i`m doing. Ooou, this IS nutty. But that is what is so
|
||
contemporary (to me at least). Linear logic has become only one
|
||
of many approaches to looking at things. Go see the movie Slacker
|
||
if you haven`t already. It shows a lot of what different ways of
|
||
approaching one`s life are going on. The maker of the film,
|
||
Richard Linklater described a Slacker as:
|
||
|
||
somebody who's not doing what`s expected of them. Somebody who`s
|
||
trying to live an interesting life, doing what they want to do,
|
||
and if that takes time to find, so be it" (from Mondo 2000 #9).
|
||
|
||
That`s sort of what I was trying to get at earlier on.
|
||
|
||
Now I would like to add in a few words and expressions that
|
||
i wanted to get into this essay(?) but that might not make it in
|
||
if I don`t do it right now.
|
||
Here they are:
|
||
|
||
hip pouches,
|
||
Maslow`s hierarchy of needs,
|
||
Kiss My Grits,
|
||
plate of shrimp,
|
||
old cars,
|
||
new cars,
|
||
postmodernism,
|
||
deconstruction,
|
||
subjectivity of a kiss,
|
||
knowing,
|
||
fear,
|
||
love,
|
||
art,
|
||
hair,
|
||
the running of the goats,
|
||
fashion,
|
||
raves,
|
||
flow,
|
||
congas,
|
||
the orb,
|
||
vibe,
|
||
having a body,
|
||
not much else cept for music.
|
||
|
||
And a few of quotations that have everything to do with what I'm
|
||
saying:
|
||
|
||
"How did you get here?"
|
||
"Same way you did: space ship, Ape City, subway."
|
||
-Tyler to Brent in Beneath the Planet of the Apes
|
||
|
||
"What ever you do, take care of your shoes."
|
||
-Phish
|
||
|
||
"Pousse mon amour, pousse!"
|
||
-from Leolo
|
||
|
||
To finish up with I`d just like to say that if anybody out
|
||
there has anything they`d like to say to me please do so. Here
|
||
is where nouveau technologies come in such as e-mail. Feedback on
|
||
a ramble like mine would be much appreciated. I`d just like to
|
||
know if anybody feels anything that I do. Via the wonders of
|
||
e-mail I can be found at:
|
||
|
||
rkshaw@nero.uvic.ca.
|
||
|
||
|
||
peace,
|
||
|
||
R.K. Shaw
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
|
||
IS THIS PROGRESS???
|
||
|
||
June ,1993
|
||
|
||
My insight of contemporary culture and technology is
|
||
looking globally and personally at how the future is fast
|
||
approaching.I wonder how prepared we really are?
|
||
Technology has been progressing over the past several years
|
||
blindly in the eyes of society. I could see that we`re in the
|
||
process of distroying the old world and building a new world in
|
||
its place, at least trying too. The light of technology has
|
||
become overwhelming, while our environment, economy,and education
|
||
are falling a part. Changes are occuring now and we tend to be
|
||
emotionally attached to our old ways of living rather than try to
|
||
open our eyes to change. Although we are in a higher level of
|
||
consciousness and awareness from mass media, and mass
|
||
communication, we`re losing control over work everywhere from
|
||
factories and offices to hospitals and retail stores,as
|
||
computerization is integrating in the stage of the systems. In
|
||
our work environment, we are being controlled by the systems
|
||
logic and are now becoming aware of this transformation and
|
||
implications. But are we prepared to make the change?
|
||
So far it looks as if our perception of technological change and
|
||
economic restructuring has been transformed from social and
|
||
political issues of massive unemployment, demeaning of work, and
|
||
loss of democratic control and personal independence into a
|
||
de-personalized, disembodied technocratic puzzle: how to
|
||
"manage" the "impacts" of restructuring; how to "adjust" people
|
||
as if they were numbers on a flow chart.
|
||
|
||
|
||
Its brought jobless employment growth in many plants
|
||
and offices and are reduced to unthinkable procedures by pressing
|
||
keys while technology does most of our thinking. Its as if we're
|
||
being filtered through unnecessary laborers of technology, all in
|
||
the value of the doller.
|
||
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
|
||
As uncertain as it may seem, technology is becoming
|
||
more of a reality. In my own personal experience I have had to
|
||
some what alter my career plans. I've felt like I have had to
|
||
start all over again. I realized that computers as another artist
|
||
medium tool would be an added skill to other artists like myself.
|
||
But to have computers as the device of all art mediums in the
|
||
future, I fear to question..? If technology dominates the medium
|
||
of our ancestrial artists it'll be like eliminating history of
|
||
its craft. To eliminate the craftmanship you eliminate the
|
||
physical technique and expression. I believe that technology is
|
||
blind in the understanding of personal experience and
|
||
expressions. For instance, if we were to look at a painting on a
|
||
computer screen, how would our perception of artificial image
|
||
compared to traditionally viewing of painting?
|
||
|
||
|
||
|
||
|
||
|
||
|
||
How can we see the artists instinctive physical approach to the
|
||
painting? I can't imagine how computer can transmit such
|
||
information. The only way would be to have the computer transmit
|
||
the mind of the artists. Artists would not have complete control
|
||
over his/her work with a computer. The process of mixing colour
|
||
is a process of creativity and satisfaction of discovering new
|
||
colour by physically mixing where as computers would be
|
||
artificial. Naturally you see the stages of development from the
|
||
beginning to the end piece as a whole,where as with the computer
|
||
your mousing about to find the final result.
|
||
Unfortunately I believe painting,
|
||
drawing,sculpture will become a thing of the past and more or
|
||
less it'll be a personal liesure activity ,but when I look
|
||
further ahead I try to imagine what painting will look to
|
||
computer graphics and special effects. Currently having used a
|
||
bit of the laser printer, I can see that in the near future, the
|
||
resolution on printouts will be as clear as photos, and that
|
||
amateur graphic artists will have medium to nun in design skills.
|
||
They can also become skillfull designers and layout artist.
|
||
Machines will play a major part in aiding creative skills and
|
||
expression to those with talent musically and artistically.
|
||
Artists will be even more highly regarded in the new age of art
|
||
but the traditional skilled artists will always be well
|
||
respected.
|
||
|
||
|
||
|
||
|
||
I've heard the latest in our media news about the new
|
||
visual reality in theatres and that audiences will become more
|
||
intensily involved with film, so much so that too many action
|
||
scenes could rapidly confuse illution of film with reality. How
|
||
much further will this virtual reality go? The thought of virtual
|
||
live T.V. would be amazing,but we would probably virtually not
|
||
want to live ourselves in our real world.
|
||
Currently I've had a taste of my own experience of
|
||
virtual reality, when I've finally decided to educate myself and
|
||
get over the computer intimidation, which has caused some anxiety
|
||
and frustration. This occured when I first sat in front of one of
|
||
these screen T.V.s wondering if the other students new little as
|
||
much as I did. I thought that going through some of the program
|
||
guides would be a breez, (So I thought) obviously didn't make
|
||
computing easy. I was anticipating instant results but all I was
|
||
getting - "Command not recognized" to "Don't understand"
|
||
The amount of time that it lit up the screen I was ready to put a
|
||
hole in the return key. "Now there's some vertual action for ya,"
|
||
I made my exit so I could bring myself back together. Tolerence
|
||
and patience is definitely a virtue. I wanted answers no matter
|
||
how long it was going to take me. Having had some good tutorial
|
||
assistance, I found that it wasn't enough. I realized I was on
|
||
my own to explore the jungles of the Internet, FTP,Gopher and
|
||
EMAIL> etc. Having explored the programs I saw how this new
|
||
technology can and will open a whole new world of communication
|
||
and having access to new tools. (Not to worry I don't plan to
|
||
regurgitate the procedures)
|
||
I could see how this new technology has unlimited
|
||
possibilities that are unimaginative to human thinking.
|
||
Globally I wonder if this new technology will be beyond human
|
||
control or will we be considered technocratics in the 21st
|
||
century? Hmmmmmmm...
|
||
The thought of what 10, 20 years will bring is hard to
|
||
imagine really. Really in only seven years, will be in the year
|
||
2000. I can remember watching the future series 1999 in the
|
||
early 80's and to think that I'd still be here to see that year.
|
||
It's a fearing thought that in 1999 we could live such a cold and
|
||
sterile environment, wearing co-ordinated coloured uniform and
|
||
not being able to see the light of day. Everyone living in
|
||
uniformity and order with no sense of individuality. Yet six more
|
||
years, who's to say this fictional movie 1999 may hold some
|
||
truths. Interestingly, recently I read an article by Arther C.
|
||
Clark in which he has some interesting insightful predicaments
|
||
which I found it to be amazingly possible of what a birth
|
||
certificate would look like in the 21st century:
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
----------------------------------------------------------------
|
||
Commonwealth of California
|
||
Department of Health`s
|
||
Vital Records
|
||
CERTIFICATE OF LIFE
|
||
Subject: Baby boy, Miller
|
||
Date of Conception: November 15,2018; 12:15 P.M.
|
||
Place of conception: Comprehensive Fertility Institute,
|
||
Beverly Hills, California
|
||
|
||
Number of Parents: Three, including surrogate mother-
|
||
mother donated egg, father sperm
|
||
|
||
Method of Conception: In vitro fertilization followed by
|
||
embryo tranfer. Mother's body had
|
||
rejected her artificial falloian tube.
|
||
After 8 days on pergonal tablets, mother
|
||
produced 2 eggs. Both were removed
|
||
during routine laparoscopy and screened
|
||
for possible defects. Eggs united with
|
||
father's sperm. After 48 hours in incubator,
|
||
embryos were removed from growth medium
|
||
and placed in surrogate's womb. Only one
|
||
embryo attached itself to uterrine wall.
|
||
|
||
Prenatal Care Ultrasound at 3 months. Fetal surgery
|
||
performed at 5 months to correct small
|
||
defect in bone of right foot.
|
||
|
||
Date/Time of Birth: Jason Lawrence Miller born July 20,
|
||
2019; 4:15 A.M.
|
||
|
||
Father: Jason L.Miller,Sr.
|
||
Mothers: Amy Wong (natural), Maribeth River
|
||
(surrogate)
|
||
|
||
Birth Method: Newly lifted in Morningstar Birthing
|
||
Center, division of Humana Corporation.
|
||
Natural delivery of Humana Corporation.
|
||
Natural delivery after 5-hours labor.
|
||
Labor pains controlled through
|
||
accupuncture. Therapeutic touch used for
|
||
last hour of labor . Child's father,
|
||
adopted sister, and natural mother
|
||
attended the delivery.
|
||
|
||
Weight/Length: 10Ib.; 25 in.
|
||
|
||
Eye Color: Green
|
||
|
||
|
||
Genetic Profile: Yunis Test show missing sub-band on
|
||
chromosome 5, indicating premature
|
||
graying of hair. Will be totally gray by
|
||
age 22.
|
||
Bands on one chromosome upside down;
|
||
could have fertility problems.Nicked
|
||
chromosome indicates a greater than
|
||
average vulnerability to lung cancer.
|
||
|
||
High-Risk Professions: Any career that would expose
|
||
individual to possible lung
|
||
damage:painting, mining,etc.
|
||
|
||
|
||
Body Type: Mesomorph. Build well suited to
|
||
contact sports,such as football.To maximize
|
||
muscle development and athletic ability,
|
||
should begin exercise program by age 4.
|
||
|
||
Prjected Life Span: 82 years
|
||
|
||
-----------------------------------------------------------------
|
||
|
||
|
||
|
||
|
||
I wonder what the 21st century schools will be like. I
|
||
think we would constantly be training and retraining and
|
||
learning. Also early training will lead to greater educational
|
||
success later. For example, a grandmother taking a course in a
|
||
small business management where as her sixteen year old
|
||
grandson's getting 1st year college English early while in
|
||
Universities, students are taking classes in new technological
|
||
development in their field to advance fields in technical
|
||
science. The emphasis will shift to produce workers for the
|
||
industrial factory based economy which
|
||
required patience docility and ability to endure boredom.
|
||
Knowing that Robots technicians are now increasing in
|
||
demand, new fields will spring up as population increases and
|
||
workers jobs are eliminated by technology. This is obviously
|
||
happening even now where workers are having to go back to school
|
||
to prepare for careers in these new areas. Fortunately technology
|
||
will bring students a smorgasbord of educational choices for
|
||
students of all ages. I can see in the next generation how
|
||
schools will be partly financed by local industries that rely on
|
||
producing and training workers. Technology is transforming
|
||
society itself, in turn computers will take on schools.
|
||
Artificial intelligence in its infancy will probably
|
||
dominate education or even its growing stages that will probably
|
||
dominate education.
|
||
As I look further ahead in artificial intelligence
|
||
meaning robots will be able to see, listen, talk in all ranging
|
||
languages. They'll no longer be a simple-minded dumb insensate
|
||
machine found in factories producing lines. They'll move out of
|
||
manufactoring plants to working alongside us relaxing with us
|
||
and, live with us. Our homes will become roboticized with central
|
||
intelligence. They'll have control over the cooling, lighting,
|
||
security alarms,and ventilation and light control. Soon they'll
|
||
be able to crack our eggs in the morning without any
|
||
tecno-anarchy. They'll be adapted to more and more things become
|
||
our robot slaves that we will train and house break.
|
||
As we get used to the luxury of having slaves we may want them
|
||
around for companionship as well . The thought of haveing
|
||
Robo-dogs and Robo-cats that responds to human voices a companion
|
||
without the kitty litter. "What a concept!"
|
||
Better yet I found another insightful thought found in the same
|
||
article by Arthur C.Clarke where he uses Joseph Engelberger idea
|
||
of a robot resume . He believes these artificial intelligence
|
||
beings will become undersea explorers, heavy construction
|
||
workers, crime figurers nuclear power plant inspectors, cybernete
|
||
companies and astronauts. Here's a sample of his robot resume:
|
||
|
||
|
||
|
||
--------------------------------------------------------------
|
||
RESUME
|
||
Name: Universon Robot
|
||
Social Security Number: None
|
||
Marital Status: N/A
|
||
Age: 58 years old
|
||
Sex: Three choices (male, female, asexual)
|
||
Height: 5 feet
|
||
Weight: 60 to 2,800 pounds (depending on job requirements)
|
||
Present Health: Excellent
|
||
Medical History: Lost hand (now replaced) in a forge accident;
|
||
lost memory (restored by tape); blinded in a kiln explosion (new,
|
||
improved stereoptic vision since installed)
|
||
Life expectancy: 29 man-shift years
|
||
Special ability/Training: Industrial/heavy-duty outdoors model:
|
||
Fluent in three robot languages; instantly retrainable with
|
||
memory replacement module; three-jointed arm has 6 degree of
|
||
movement and is capable of lifting up to 2,000 pounds with one
|
||
end effector (hand). Precise-can work within a tolerance of
|
||
1/1000 of an inch; works 24-hour shifts.
|
||
Personal model: Available in either stationary or mobile
|
||
configurations; can learn to respond to owner's voice; comes with
|
||
Level 1 Conscience, the program of protective ethics, factory
|
||
installed (not available in warrior mode).
|
||
Work Experience: Assembly-line worker, welder, painter- Ford,
|
||
General Motors,
|
||
Materials handling-Pittsburgh Plate Glass
|
||
Domestic-Engelberger household, Danbury, Connecticut
|
||
Operating room nurse/attendant-Long Beach Hospital, Long Beach,
|
||
California
|
||
References supplied upon request
|
||
|
||
|
||
|
||
So where does this leave us ? The thought of having a
|
||
race of robots which are exactly like humans with the only
|
||
difference they're less subject to mental and physical disease
|
||
and are made of metal (recycled metal) or whatever. Is it
|
||
possible that these human robots could become immortal? To
|
||
answer that , it seems anything is possible in the future of
|
||
technology only I wonder about our future as a human race.
|
||
So far globally we're deteriorating but in order to move forward
|
||
it seems we'll have to make alterations to educate ourselves to
|
||
progress.
|
||
|
||
|
||
|
||
I ask ,"What is progress?." A question,that's always
|
||
puzzled me. I guess that everyone must try to kick the habit and
|
||
evaluate our values and priorities in the way technology is being
|
||
designed and applied. But then technological change is controlled
|
||
by few people dedicated to maximizing efficiency for competitive
|
||
gain. Yet, population is increasing and I can see a viscious
|
||
technological circle occuring. In time, if this unwinds and
|
||
takes effect in the next generation, we would have more time to
|
||
educate ourselves to a much broader range of educational choices
|
||
in which we have access communication and information that can be
|
||
transmitted all in our finger tips.At first it's like finding a
|
||
new toy then learning how its used.
|
||
Also I can see how psychologically some of us can become
|
||
completely obsessed to the computer screen and not be able to
|
||
function normally without it. Is this where the human race is
|
||
heading? This will bring in a whole new stream of jobs into
|
||
psychological technology, speach therapy, to optometrists as our
|
||
eye sight weakens.
|
||
This wonderful technology called progress
|
||
seems to let out a lot of bug, causing our physical and mental
|
||
bodies to diminish due to long hours of sitting in front of a
|
||
computer screen accomplishing nothing, to sitting long hours of
|
||
accomplishing something. Then to watch ones documents disappear
|
||
from your very eyes. Of course this, so call PROGRESS doesn't
|
||
always provide such mental and physical strain.
|
||
A wise preacher once said "believe in yourself." he also adds
|
||
not only to believe in ourselves but also our sense of what is
|
||
important, and to use that as our guide in our working and living
|
||
environment in the industrial era. One thing I'II add which
|
||
makes life so much easier is to SAVE !! SAVE!! SAVE!!
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
|
||
Enter
|
||
|
||
|
||
In order to start this essay I had decided to answer a question
|
||
from the course outline:" Have we all become artist" ? This
|
||
question will enable me to focus my attention,and allow my
|
||
imagination to grabe hold of the implications of such a thought
|
||
and fallow it into the latest frontier of computer technology.
|
||
this essay is part of the requirements for the Arts and
|
||
Technology class. The class covers in part , practical
|
||
applications of contemporary computer technology. And, as a
|
||
Visual Artist I will attempt to give my interpretation of this
|
||
perceived relationship between the two. This is the first of -
|
||
short essays concerning my journey as anew and impressionable
|
||
technowiener entering into cybrospace.
|
||
The question of whether we
|
||
have become all Artiste, implies, that we have been empowered by
|
||
reason imparted to us by contemporary technology. With this
|
||
evolution of computer technology it seems to be the next medium
|
||
for the Artist to adopt. Be it push button or voice-command,
|
||
mass-consciousness has finally delivered us too the window's of
|
||
cybrospace and virtual reality. Since the nifty 50's the
|
||
Modernist attitude has had mainstream society pinning away for
|
||
great technological advancements and now we're at a threshold.
|
||
However, we are but lowly Pilgrims entering a little knower and
|
||
yet created frontier
|
||
The implications still remains the same that technology could
|
||
some how induce a type of metamorphose on the human rase and
|
||
transform them into Artistes. However, I am of the belief that it
|
||
is a combination of imagination, inquisitiveness, self-awareness,
|
||
craft and discipline that aspires us as Artiste; furthermore,
|
||
creativity is an inherent human characteristic and not a
|
||
technological induced function. Perhaps our imaginations will be
|
||
further seduced by this technology; thus , limiting or even
|
||
debasing our awareness of reaction to sensation, and then ,
|
||
giving way to a belief that : With computer technology therefore
|
||
I am.
|
||
|
||
The Good
|
||
|
||
|
||
The demand for
|
||
information and communication is on the rise as more and more
|
||
people discover the tremendous potential of computer networking.
|
||
This resent development in technology
|
||
has the capability of providing a new faster and more
|
||
versatile way of accessing and communicating information. With
|
||
more computer sights coming on line and appearing throughout the
|
||
world more people now will have access to a larger base of
|
||
information. A medium seemingly designed for the politicaly
|
||
correct 90's.
|
||
In this age of political correctness a powerful information
|
||
and communication medium has the potential of being a fantastic
|
||
tool in fostering relationships within your own region through
|
||
either Freenet service or a more international server like
|
||
Internet. The methods of communicating with someone can be either
|
||
by e-mail, direct connection to the person or persons and by
|
||
posting messages on a community or special interest bolten
|
||
boards, what ever the method chosen it will be a more convenient
|
||
one.
|
||
|
||
The fantastic wealth of information sights available to us
|
||
from around the world has given us a form witch to unit people
|
||
global.
|
||
This ability to share knowledge in areas of Education, Arts,
|
||
Technology, Medicine ...etc,etc, simple by making computer files
|
||
accessible to anyone is a great development from this
|
||
technology.Gaining access is simple made by going through
|
||
directories like Archie and by Database or by simple posting your
|
||
quires on a community bulletin board, either method usually
|
||
yields the desired information on possible communication sights.
|
||
The befits from computer networking has set the tone for new
|
||
Conventions by creating a new faster more versatile way of
|
||
accessing and communicating information. However, the most
|
||
important development from this technological innovation is its
|
||
accessability. The ability to log into a computer, be it public
|
||
or private, and access information from other sights around the
|
||
world has finally turn the have notes into the haves. I can only
|
||
hope that people will take the time and nurture this new
|
||
technology not just control it.
|
||
|
||
|
||
The Bad
|
||
|
||
The latest in technological
|
||
advancements made in the area of communication and
|
||
information services is awe-inspiring. A most hypnotic vision of
|
||
seemingly endless possibilities awaits us in cybrospace. Snap out
|
||
of it! Don't fall, under the trance of this hypnotist, you don't
|
||
even know who he or she is let alone know if their really. Lets
|
||
get back to Canada's economic problems; for example, how about
|
||
the Federal and Provincial fiscal restraint policies and the Free
|
||
Trade deals. After all, universality of social programs and
|
||
Canada's sovereignty are important issues much more than what the
|
||
latest computer technology has to offer or is it?
|
||
Perhaps there is an important link between Canada's current
|
||
economic problems and policies that involves technology related
|
||
to cybrospace. The Free Trade agreement between Canada and United
|
||
states plus the possibilities of NAFTA agreement with Mexico
|
||
could be seen in relationship with the latest computer networking
|
||
capabilities and The New World Order. The connection between the
|
||
latest development in the information communication technology is
|
||
part of a Global Infrastructure that connects us with other
|
||
market places and trading blocks. Furthermore, the market place
|
||
will no longer be confined to simple geographic areas and this
|
||
intern will mean more of a Global economy; thus , the once known
|
||
Multinational companies are now known as Global companies.This
|
||
implies that companies will have greater flexibility in regards
|
||
to development and being more transitory. This method of doing
|
||
business has been made possible by technology like
|
||
Telex-radio-computer networking links.
|
||
What free trade agreements do for Global companies and there
|
||
subsidiaries is eliminate trade barriers between respective
|
||
trading partners. With trade barriers down outside investors can
|
||
have a great influence on the sovereignty of host country; for
|
||
example, by claiming unfair trading practices do to particular
|
||
Federal or Provincial past or future policies. Which brings us to
|
||
the most often herd phrase of the 90's "We have to become more
|
||
globally competitive". And we have already seen some examples of
|
||
streamlining and its effects: Down sizing of operations , wage
|
||
rollbacks, and the threatened Universality of social programs
|
||
plus meany others.
|
||
The connection has been shown to be made between Canada's
|
||
economic and Sovereignty woes and the latest in computer
|
||
technology has made it possible for Governments and Global
|
||
campiness to manipulate and create a New World Order of polices
|
||
and procedures. The solution to Canada's present problems and
|
||
future self determination is not only being able to use the same
|
||
technology but rather the need for investment into Canada as
|
||
future leader in development of technology.
|
||
The Ugly
|
||
|
||
The creative powers formed by the imagination and
|
||
intuition with its amidiate understanding with out reason has
|
||
brought me to this finaly essay topic : Contempoary music
|
||
regarding communication technology and how people relait to it. I
|
||
remembered the recording by Roger Water's, Radio K.A.O.S from
|
||
1986 and Kate Bush's song, Deeper Understanding from her 1989
|
||
recording of: Sensual World. Both artist approach on
|
||
communication/computer technology as being trivealized by
|
||
societies consumerist attitude and their excessive
|
||
preoccupations.
|
||
As I read the lyrics from the song : Deeper Under Standing by
|
||
Kate Bush I can relaity to what she is saying and can imagine how
|
||
people can slowly withdrawly from society and become introverted.
|
||
Here are the lyrics from from Kate Bush's song: Deeper Under
|
||
Standing.
|
||
|
||
As the people here grow colder
|
||
I turn to my computer
|
||
And spend my evenings with it
|
||
Like a friend.
|
||
I was loading a new programme
|
||
I had ordered from a magazine:
|
||
|
||
"Are you lonely, are you lost?
|
||
This voice console is a _must_."
|
||
I press Execute.
|
||
|
||
"Hello, I know that you've been feeling tired.
|
||
I bring you love and deeper understanding.
|
||
Hello, I know that you're unhappy.
|
||
I bring you love and deeper understanding."
|
||
|
||
Well I've never felt such pleasure.
|
||
Nothing else seemed to matter.
|
||
I neglected my bodily needs.
|
||
I did not eat, I did not sleep,
|
||
The intensity increasing,
|
||
'Til my family found me and intervened.
|
||
|
||
But I was lonely, I was lost,
|
||
Without my little black box.
|
||
I pick up the phone and go, Execute.
|
||
|
||
"Hello, I know that you've been feeling tired.
|
||
I bring you love and deeper understanding.
|
||
Hello, I know that you're unhappy.
|
||
I bring you love and deeper understanding."
|
||
|
||
I turn to my computer like a friend.
|
||
I need deeper understanding.
|
||
Give me deeper understanding.
|
||
|
||
In Kate's song : Deeper Understanding, I can
|
||
sight a good example of Ipeople becoming infatuated with the
|
||
seemingly endless possibilities of computer technology. The
|
||
assienment in part given to our computer class was to connect
|
||
with telnet and then into Media Moo. From inside Media Moo we
|
||
were expected to explore and communicat with other users in this
|
||
text-based vertual reality. Once you have become acustom to the
|
||
program's of navigating, interacting with various tools, objects,
|
||
the more ingaged you become. You seem to be cought up in the
|
||
interaction and the dialouge with other users and the archutects
|
||
of this virtual reality you find it hard to leave. And, the
|
||
potential of computer programs becoming an obsession and a
|
||
safe environment is quiet real. The obsservation by Kate Bush,
|
||
maybe simple ; nevertheless, there is alot to the line ,"give me
|
||
a deeper understanding," and how we are driven by it.
|
||
The concept recording of Radio Kaos by Roger Waters has
|
||
expressed how telecommunication/computer technology has been used
|
||
to trivualize or control our daily lives. Here is the lyrics for
|
||
Roger Waters Radio K.A.O.S:
|
||
Author: Roger Waters
|
||
|
||
|
||
Benny is a Welsh coal miner. He is a radio ham. He is 23 years
|
||
old, married
|
||
to Molly. They have a son, young Ben, aged 4, and a new baby.
|
||
They look after
|
||
Benny's twin brother Billy, who is apparently a vegetable. The
|
||
mine is closed
|
||
by the market forces. The Male Voice Choir stops singing, the
|
||
village is dying.
|
||
|
||
One night Benny takes Billy on a pub crawl. Drunk in a
|
||
brightly-lit shopping
|
||
mall, Benny vents his anger on a shop window full of multiple TV
|
||
images of
|
||
Margaret Thatcher's mocking condescension. In defiance, he
|
||
steals a cordless
|
||
'phone. Later that night, Benny cavorts dangerously on the
|
||
parapet of a
|
||
motorway footbridge, in theatrical protest at the tabloid press.
|
||
That same
|
||
night, a cab driver is killed by a concrete block dropped off a
|
||
similar bridge.
|
||
The police come to question Benny; he hides the cordless 'phone
|
||
under the
|
||
cushion of Billy's wheelchair.
|
||
Billy is different, he can receive radio waves directly without
|
||
the aid of a
|
||
tuner; he explores the cordless 'phone, recognizing its
|
||
radioness.
|
||
Benny is sent to prison. Billy feels as if half of him has been
|
||
cut off. He
|
||
misses Benny's nightly conversations with radio hams in foreign
|
||
parts. Molly,
|
||
unable to cope, sends Billy to stay with his Great Uncle David,
|
||
who had
|
||
emigrated to the USA during the war. Much as Billy likes Uncle
|
||
David and the
|
||
sunshine and all the new radio in LA, he cannot adjust to the
|
||
cultural upheaval
|
||
and the loss of Benny, who for him is 'home'.
|
||
Uncle David, now an old man, is haunted by having worked on the
|
||
Manhattan
|
||
project during World War II, designing the Atom Bomb, and seeks
|
||
to atone. He
|
||
also is a radio ham; he often talks to other hams about the Black
|
||
Hills of his
|
||
youth, the Male Voice Choir, about home. He is saddened by the
|
||
use of
|
||
telecommunication to trivialise important issues, the soap opera
|
||
of state.
|
||
However, Live Aid has decynicised him to an extent. Billy
|
||
listens to David and
|
||
hears the truth the old man speaks.
|
||
Billy experiments with his cordless 'phone, he learns to make
|
||
calls. He
|
||
accesses computers and speech synthesizers, he learns to speak.
|
||
Billy makes contact with Jim a DJ at Radio KAOS, a renegade rock
|
||
station
|
||
fighting a lone rear guard action against format radio. Billy
|
||
and Jim become
|
||
radio friends, Reagan and Thatcher bomb Lybia. Billy perceives
|
||
this as an act
|
||
of political "entertainment" fireworks to focus attention away
|
||
from problems at
|
||
"home".
|
||
Billy has developed his expertise with the cordless 'phone to the
|
||
point where
|
||
he can now control the most powerful computers in the world. He
|
||
plans an
|
||
"entertainment" of his own. He simulates nuclear attack
|
||
everywhere, but
|
||
compassion. In a SAC bunker a
|
||
soldier in a white cravat turns a key to launch the counter
|
||
attack. Nothing happens; impotently he kicks the console,
|
||
hurting his foot. He watches the
|
||
approaching blips on the radar screen. As impact approaches, he
|
||
thinks of his
|
||
wife and kids, he puts his fingers in his ears.
|
||
Silence. White out. Black out. Lights out. It didn't happen,
|
||
we're still
|
||
alive. Billy has drained the earth of power to create his
|
||
illusion.
|
||
All over the dark side of the earth, candles are lit. In the pub
|
||
in Billy's
|
||
home village in Wales one man starts to sing; the other men join
|
||
in.
|
||
The tide is turning.
|
||
Billy is home.
|
||
|
||
|
||
Jim: This is K.A.O.S. You and I are listening to KAOS in Los
|
||
Angeles. Let's
|
||
go to the telephones now and take a request.
|
||
Billy: Hello, I'm Billy.
|
||
Jim: Yes?
|
||
Billy: I hear radio waves in my head.
|
||
Jim: You hear radio waves in your head? Ah! Is there a request
|
||
that you have
|
||
tonight for KAOS?
|
||
|
||
Radio Waves
|
||
------------
|
||
|
||
Radio waves. Radio waves.
|
||
He hears radio waves. Radio waves.
|
||
The atmosphere is thin and cold
|
||
The yellow sun is getting old
|
||
The ozone overflows with radio waves
|
||
AM, FM, weather and news
|
||
Our leaders had a frank exchange of views
|
||
Are you confused, radio waves.
|
||
|
||
Radio waves, radio waves
|
||
AM radio waves, FM radio waves
|
||
Radio waves, mind-numbing radio waves
|
||
Fish-stunning radio waves
|
||
Radio waves.
|
||
|
||
Magic Billy in his wheel chair
|
||
Is picking up all this stuff in the air
|
||
Billy is face to face with outer space
|
||
Messages from distant stars
|
||
The local police calling all cars, radio waves
|
||
|
||
Hear them radio waves, radio waves
|
||
Jesus saves radio, radio waves
|
||
adio waves, AM radio waves, FM radio waves
|
||
All them radio waves
|
||
|
||
Radio waves, radio waves, he hears radio waves
|
||
Radio waves, radio waves, hopeful radio waves, dopeful radio
|
||
waves
|
||
Radio waves, Russian radio waves, Prussian radio waves
|
||
Eastern radio waves, Western radio waves
|
||
Testing radio waves, one two. One two.
|
||
Radio waves. Getting through to you
|
||
More code radio waves, Tobacco road radio waves
|
||
South to Paloma radio waves, Oklahoma City radio waves
|
||
Sitting pretty radio waves, nitty-gritty radio waves
|
||
Radio waves
|
||
|
||
Jim: Alright, that's a song called Radio Waves. You are
|
||
listening to KAOS in
|
||
Los Angeles and we've got Billy on the line.
|
||
Billy: I'm from the valleys.
|
||
Jim: You're from the valley?
|
||
Billy: No, Jim you schmuck, the Valleys; male voice choirs,
|
||
Wales.
|
||
Jim: Ah, you're from Wales! Now is this sperm or blue-tip?
|
||
Billy: Ha, ha, ha, ha. Very funny Jim.
|
||
Jim: Sorry.
|
||
Billy: Me and Benny went out.
|
||
Jim: Who's Benny?
|
||
|
||
Who Needs Information
|
||
----------------------
|
||
|
||
Me and Benny went out last night
|
||
Looking for fun
|
||
Supping ale in the moonlight
|
||
Waiting for the dawn to come
|
||
Benny pointed at a HiFi shop
|
||
He said hey man look at all the stuff they've got
|
||
How'd you make a have out of a have not
|
||
Hmmmm.
|
||
Who needs information
|
||
When you're working underground
|
||
Just give me confirmation
|
||
We could win a million pounds
|
||
|
||
Benny climbed up on a footbridge
|
||
And he teetered on the parapet
|
||
He said can you see the whites of their headlights
|
||
Are they coming yet
|
||
|
||
Who needs information
|
||
This high off the ground
|
||
Just give me confirmation
|
||
We could win a million pounds
|
||
|
||
Who needs information
|
||
When you're living in constant fear
|
||
Just give me confirmation
|
||
There's some way out of here
|
||
Some way out of here
|
||
|
||
Benny hefted a breeze block
|
||
And tried to let go
|
||
Got hung up on a tear drop
|
||
So me and Benny went home
|
||
|
||
Who needs information
|
||
When you're living in constant fear
|
||
Just give me confirmation
|
||
There's some way out of here
|
||
Some way out of here
|
||
|
||
Who needs information yeah
|
||
When you're living on borrowed time
|
||
Just give me confirmation
|
||
There will be a winner this time
|
||
|
||
Who needs information when you're working underground
|
||
Just give me confirmation
|
||
We could win a million pounds
|
||
Who needs, who needs, who needs information
|
||
This high off the ground
|
||
Just give me confirmation
|
||
We could win a million pounds - yeah
|
||
|
||
Jim: Um.
|
||
Jim lights a cigarette.
|
||
Jim: So your brother's in jail?
|
||
|
||
Me or Him
|
||
----------
|
||
|
||
You wake up in the morning, get something for the pot
|
||
Wonder why the sun makes the rocks feel hot
|
||
Draw on the walls, eat, get laid
|
||
Back in the good old days
|
||
|
||
Then some damn fool invents the wheel
|
||
Listen to the whitewalls squeal
|
||
You spend all day looking for a parking spot
|
||
Nothing for the heart, nothing for the pot
|
||
|
||
Benny turned the dial on his Short Wave radio
|
||
Oh how he wanted to talk to the people,
|
||
he wanted his own show
|
||
Tune in Moscow. Tune in New York
|
||
Listen tot the Welsh kid talk
|
||
Communicating like in the good old days
|
||
|
||
Forgive me father for I have sinned
|
||
It was either me or him
|
||
And a voice said Benny
|
||
You fucked the whole thing up
|
||
Benny your time is up
|
||
Your time is up
|
||
|
||
Benny turned the dial on his Short Wave radio
|
||
He wanted to talk to the people
|
||
He wanted his own show
|
||
Tune in Moscow. Tune in New York
|
||
Listen to the Welsh kid talk communicating
|
||
Like in the good old days
|
||
|
||
Forgive me Father
|
||
Welsh Policeman: Mobile One Two to Central.
|
||
For I have sinned
|
||
Welsh Policeman: We have a multiple on the A465
|
||
between Cwmbran and Cylgoch.
|
||
Father it was either me or him.
|
||
Father can we turn back the clock?
|
||
Welsh Policeman: Ambulance, over.
|
||
I never meant to drop the concrete block.
|
||
Welsh Policeman: Roger central, over and out.
|
||
|
||
Benny turned the dial on his Short Wave radio
|
||
He wanted to talk to the people
|
||
He wanted his own show
|
||
Tune in Moscow. Tune in New York
|
||
Listen to the Welsh kid talk
|
||
Just like in the good old days
|
||
The good old days
|
||
|
||
Radio announcer: Do you really think Iranian terrorists would
|
||
have taken
|
||
Americans hostage if Ronald Reagan were president?
|
||
Do you really think the Russians would have invaded Afghanistan
|
||
if Ronald
|
||
Reagan were president?
|
||
Do you really think third-rate military dictators would laugh at
|
||
America and
|
||
burn our flag in contempt if Ronald Reagan were president?
|
||
Concerned Citizen: Well, it might work!
|
||
Hostage: We as a group do most importantly want to beseech
|
||
President Reagan and
|
||
our fellow Americans to refrain from any form of military or
|
||
violent means as
|
||
an attempt, no matter how noble or heroic, to secure our freedom.
|
||
|
||
Concerned Citizen: Sure! Only it's going to be mighty dangerous
|
||
for you,
|
||
Cassidy
|
||
|
||
Hoppy's faithful sidekick: guess you don't know Hopalong Cassidy,
|
||
Mister.
|
||
Adventure's his bread, excitement's his butter and danger, why to
|
||
him that's
|
||
like strawberry jam to top it off.
|
||
|
||
Jim: This is some live rock and roll at KAOS, where rock and roll
|
||
comes out of
|
||
chaos and a song called "The Powers that Be"...
|
||
|
||
|
||
The Powers That Be
|
||
-------------------
|
||
|
||
The powers that be
|
||
They like a tough game
|
||
No rules
|
||
Some you win, some you lose
|
||
Competition's good for you
|
||
They're dying to be free
|
||
They're the powers that be
|
||
They like a bomb proof cadillac
|
||
Air conditioned, gold taps,
|
||
Back seat gun rack, platinum hub caps
|
||
They pick horses for courses
|
||
They're the market forces
|
||
Nice car Jack
|
||
They like order, make-up, lime light power
|
||
Game shows, rodeos, star wars, TV
|
||
They're the powers that be
|
||
If you see them come,
|
||
You better run - run
|
||
You better run on home
|
||
|
||
Sisters of mercy better join your brothers
|
||
Put a stop to the soap opera right now
|
||
They say the toothless get ruthless
|
||
You better run on home
|
||
|
||
You better run - run
|
||
You better run on home
|
||
|
||
The powers that be
|
||
They like treats, tricks, carrots and sticks
|
||
They like fear and loathing, they like sheep's clothing
|
||
And blacked-out vans
|
||
|
||
Blacked-out vans, contingency plans
|
||
They like death or glory, they love a good story
|
||
They love a good story
|
||
|
||
Sisters of mercy better join with your brothers
|
||
Put a stop to the soap opera state
|
||
They say the toothless get ruthless
|
||
Run home before its too late
|
||
You better run - run
|
||
You better run on home
|
||
|
||
Billy: Goodnight, Jim.
|
||
Jim: Goodnight, Billy.
|
||
Uncle David's Great Dane: Woof, woof, woof!
|
||
|
||
|
||
The canyon - daytime. Billy plays with Great Uncle David's Great
|
||
Dane.
|
||
Paraquat Kelly: Bull heads, three red snapper, one pink snapper
|
||
and your
|
||
Pacific coastal trench hosemonster fish.
|
||
Cynthia Fox: Ohhh! At Sky David's juke joint of joy reports,
|
||
forty under the
|
||
console giggle stick ling cod, twenty-three purple perches four
|
||
sledgehammerhead sharks, and what a surprise, eightyfour crabs,
|
||
and no red
|
||
snappers.
|
||
Paraquat Kelly: Hey, and that'll do for the triumphant return of
|
||
the fish
|
||
report with a beat.
|
||
Jim: We think of it as mainstreet, but to the rest of the country
|
||
it's Sunset
|
||
Strip. You're listening to KAOS in Los Angeles.
|
||
|
||
Sunset Strip
|
||
-------------
|
||
|
||
I like staying with my Uncle Dave
|
||
And I like playing with his great dane
|
||
But I don't fit
|
||
I feel alien and strange Kinda outa range
|
||
|
||
I like riding in my Uncle's car
|
||
Down to the beach where the pretty girls all parade
|
||
And movie stars and paparazzi play
|
||
The Charles Atlas kicking sand in the face game
|
||
|
||
And I sit in the canyon with my back to the sea
|
||
There's a blood red dragon on a field of green
|
||
Calling me back
|
||
|
||
Back to the Black Hills again
|
||
Ooh, ooh, Billy come home
|
||
|
||
Billy is searching for his native land
|
||
Flicking through the stations with the dial in his head
|
||
Picking up -------------- and
|
||
A male voice choir on the short wave band
|
||
|
||
Billy taps out Jim's number on the 'phone
|
||
Sits shaking as he waits for Jim's answering tone
|
||
Come on my friend, speak to me please
|
||
The land of my fathers is calling to me
|
||
And I sit in the canyon with my back to the sea
|
||
There's a blood red dragon on a field of green
|
||
Calling me back, back to the Black Hills again
|
||
Ooh, ooh, Billy come home
|
||
|
||
Come on home
|
||
He sits in the canyon with his back to the sea
|
||
Sees a blood red dragon on a field of green
|
||
He hears a male voice choir singing Billy come home
|
||
Billy, Billy, come home
|
||
Come on home
|
||
|
||
Californian Weirdo: I don't like fish.
|
||
Jim: You are listening to KAOS here in Los Angeles.
|
||
Californian Weirdo: I don't like fish.J
|
||
Jim: Yes, we've established that. Ah! Do you have a request?
|
||
Californian Weirdo: Shell fish, guppy, salmon, shrimp and crab
|
||
and lobster,
|
||
flounder.I hate fish, but I think most of all I hate fresh fish,
|
||
like trout. I
|
||
hate fresh trout. My least-hated, favourite fish would be sole.
|
||
That way you
|
||
don't have to see the eyes.
|
||
Sole has no eyes.
|
||
Jim: Oh no!
|
||
I'd like to be home with my monkey and my dog
|
||
Jim: Thankyou.
|
||
I'd like to be home with my monkey and my dog
|
||
I'd like to be home with my monkey and my dog
|
||
I'd like to be home with my monkey ...
|
||
Jim: They don't care. Shut up. Play the record.
|
||
|
||
Home
|
||
-----
|
||
|
||
Jim: Oh, God!
|
||
Californian Weirdo: Sole has no eyes.
|
||
Could be Jerusalem, or it could be Cairo
|
||
Could be Berlin, or it could be Prague
|
||
Could be Moscow, could be New York
|
||
Could be Llanelli, and it could be Warrington
|
||
Could be Warsaw, and it could be Moose Jaw
|
||
Could be Rome
|
||
Everybody got somewhere they call home
|
||
When they overrun the defences
|
||
A minor invasion put down to expenses
|
||
Will you go down to the airport lounge
|
||
Will you accept your second class status
|
||
A nation of waitresses and waiters
|
||
Will you mix their martinis
|
||
Will you stand still for it
|
||
Or will you take to the hills
|
||
|
||
It could be clay and it could be sand
|
||
Could be desert
|
||
Could be a tract of arable land
|
||
Could be a house, could be a corner shop
|
||
Could be a cabin by a bend in the river
|
||
Could be something your old man handed down
|
||
Could be something you built on your own
|
||
Everybody got something he calls home
|
||
|
||
When the cowboys and Arabs draw down
|
||
On each other at noon
|
||
In the cool dusty air of the city boardroom
|
||
Will you stand by a passive spectator
|
||
Of the market dictators
|
||
Will you discreetly withdraw
|
||
With your ear pressed to the boardroom door
|
||
Will you hear when the lion within you roars
|
||
Will you take to the hills
|
||
|
||
Will you stand, will you stand for it
|
||
Will you hear, ohhhh! ohhh! when the lion within
|
||
you roars
|
||
|
||
Could be your father and it could be your mother
|
||
Could be your sister, could be your brother
|
||
Could be a foreigner, could be a Turk
|
||
Could be a cyclist out looking for work. Norman
|
||
Could be a king, could be the Aga khan
|
||
Could be a Vietnam vet with no arms and no legs
|
||
Could be a saint, could be a sinner
|
||
Could be a loser or it could be a winner
|
||
Could be a banker, could be a baker
|
||
Could be a Laker, could be Kareem Abdul Jabar
|
||
Could be a male voice choir
|
||
Could be a lover, could be a fighter
|
||
Could be a super heavyweight, or it could be
|
||
something lighter
|
||
Could be a cripple, could be a freak
|
||
Could be a wop, gook, geek
|
||
Could be a cop, could be a thief
|
||
Could be a family of ten living in one room on relief
|
||
Could be our leaders in their concrete tombs
|
||
With their tinned food and their silver spoons
|
||
Could be the pilot with God on his side
|
||
Could be the kid in the middle of the bomb sight
|
||
Could be a fanatic, could be a terrorist
|
||
Could be a dentist, could be a psychiatrist
|
||
Could be humble, could be proud
|
||
Could be a face in the crowd
|
||
Could be the soldier in the white cravat
|
||
Who turns the key in spite of the fact
|
||
That this is the end of the cat and mouse
|
||
Who dwelt in the house
|
||
Where the laughter rang and the tears were spilt
|
||
The house that Jack built
|
||
Where the laughter rang and the tears were spilt
|
||
The house that Jack built
|
||
Bang, bang, shoot, shoot
|
||
White gloved thumb, Lord thy will be done
|
||
He was always a good boy his mother said
|
||
He'll do his duty when he's grown, yeah
|
||
Everybody's got someone they call home
|
||
|
||
Four Minutes
|
||
-------------
|
||
|
||
Billy: Four minutes and counting.
|
||
Jim: O.K.
|
||
Billy: They pressed the button, Jim.
|
||
Jim: They pressed the button Billy, what button?
|
||
Billy: The big red one.
|
||
Jim: You mean THE button?
|
||
Billy: Goodbye, Jim.
|
||
Jim: Goodbye! Oh yes. This ain't au revoir,
|
||
it's goodbye! Ha! Ha!
|
||
Jim: This is KAOS. It's a beautiful, balmy, Southern California
|
||
summer day.
|
||
It's 80 degrees ... I said balmy ... I could say bomby ... Ha!
|
||
Ha! ...O.K.
|
||
I'm Jim and this is Radio KAOS and with only four minutes left to
|
||
us, let's use
|
||
this as wisely as possible.
|
||
Molly: Everybody got someone they call home.
|
||
Jim: Out at Dodger Stadium.
|
||
It's the bottom of the seventh, the Dodgers are leading
|
||
Three to nothing over the Giants, and for those of you who are
|
||
looking to go
|
||
surfing tomorrow, too bad.
|
||
'Phone rings.
|
||
Jim: I'm kinda lost in here to tell you the truth ...
|
||
O.K. good. Ladies and gentlemen, if the reports that we are
|
||
getting are
|
||
correct, this could be it. Billy, if you're listening to me,
|
||
please call now.
|
||
|
||
After a near miss on the plane
|
||
You swear you'll never fly again
|
||
After the first kiss when you make up
|
||
You swear you'll never fly again
|
||
After the first kiss when you make up
|
||
You swear you'll never break up again
|
||
And when you've just run a red light
|
||
Sit shaking under the street light
|
||
You swear to yourself you'll never drink and drive again
|
||
Sometimes I feel like going home
|
||
You swear you'll never let things go by again.
|
||
Sometimes I miss the rain and snow
|
||
And you'll never toe the party line again
|
||
And when the east wind blows
|
||
Sometimes I feel like going home
|
||
|
||
Jim: Billy, if you are listening, please call.
|
||
Californian Weirdo: Sole has no eyes.
|
||
Molly: Goodbye little spy in the sky.
|
||
They say that cameras don't lie.
|
||
Am I happy, am I sad, am I good, am I bad?
|
||
Jim: Billy, if you're listening, please call.
|
||
Californian Weirdo: Sole has no eyes, sole has no eyes
|
||
Billy: Ten, nine, eight, seven
|
||
Margaret Thatcher: Our own independent nuclear deterrent has
|
||
helped to keep the
|
||
peace.
|
||
Billy: Six, five four, three,
|
||
Ordinary Person: ...you've go a job...
|
||
Billy: Two, one,
|
||
Margaret Thatcher: For nearly forty years
|
||
Jim: Goodbye Billy.
|
||
|
||
The Tide is Turning (After Live Aid)
|
||
-------------------------------------
|
||
|
||
I used to think the world was flat
|
||
Rarely threw my hat into the crowd
|
||
I felt I had used up my quota of yearning
|
||
Used to look in on the children at night
|
||
In the glow of their Donald Duck light
|
||
And frighten myself with the thought of my little ones burning
|
||
But oh, oh, oh, the tide is turning
|
||
The tide is turning
|
||
|
||
Satellite buzzing through the endless night
|
||
Exclusive to moonshots and world title fights
|
||
Jesus Christ imagine what it must be earning
|
||
Exclusive to moonshots and world title fights
|
||
Jesus Christ imagine what it must be earning
|
||
Who is the strongest, who is the best
|
||
Who holds the aces, the East or the West
|
||
This is the crap our children are learning
|
||
But oh, oh, oh, the tide is turning
|
||
The tide is turning
|
||
Oh, oh, oh, the tide is turning
|
||
|
||
Now the satellite's confused
|
||
'Cos on Saturday night
|
||
The airwaves were full of compassion and light
|
||
And his silicon heart warmed
|
||
To the sight of a billion candles burning
|
||
Oo, oo, oo, the tide is turning
|
||
Oo, oo, oo, the tide is turning
|
||
The tide is turning Billy
|
||
|
||
I'm not saying that the battle is won
|
||
But on Saturday night all those kids in the sun
|
||
Wrested technology's sword from the hand of the
|
||
War Lords
|
||
Oh, oh, oh, the tide is turning
|
||
The tide is turning Sylvester
|
||
|
||
The tide is turning.
|
||
|
||
The story in Radio Kaos imparts to some extent a prevailing
|
||
attitud that society has an explotive destructive naiture.
|
||
Furthermore, telecomunication and computer technology are seen as
|
||
the altmite vehicle for the consumerist attitude and a further
|
||
exstention of their excessive preoccupations for self
|
||
actualization.
|
||
In both Roger Water's and Kate Bush's recordings both have
|
||
reflected there concerns over peoples attitudies towards
|
||
contemporary technology. Be it the most general of attitudies in
|
||
how we relait to one another or how we use exploit the technology
|
||
inoder exploit others. This explotive attitude seems to be
|
||
inherent part of human kind.
|
||
|
||
|
||
|
||
-----------------------------------------------------------------
|
||
|
||
|
||
Computer Art Today
|
||
|
||
by Tina Sidhu
|
||
|
||
The relationship between the artist and the computer is
|
||
likely to prove significant not only to the fringe artist and to
|
||
the programmer, but to our society as a whole. We live in an
|
||
increasingly technological society, the combination of art and
|
||
sciences in computer art is a reflection of the times in which we
|
||
live. The lives of the artist and programmer will inevitably
|
||
overlap more and more, as the computer becomes a more familiar
|
||
and widespread influence on our culture.
|
||
There is an inevitable range of responses to computer art
|
||
ranging from those based on a fear of computers overpowering
|
||
traditional human artists, to more optimistic beliefs that
|
||
computers will become the most creative and greatest of art
|
||
tools. Perhaps some universal computer genius with the skills of
|
||
an artist, scientist, programmer and humanist, will change our
|
||
traditional attitudes towards art irrevocably, and bring an
|
||
entirely new and unique style of art forward. But for ordinary
|
||
individuals, like myself, there is no need to wait for critical
|
||
agreement. Art is an interpretive subject, and even for myself,
|
||
computers provide enough freedom and opportunities for creative
|
||
interpretation to make the connection.
|
||
Because computer art challenges society s traditional
|
||
beliefs about art, segments of the general public and the
|
||
artistic community, can be counted on to react with response to
|
||
the computer medium. An artist who has not yet delved into this
|
||
new technology simply can not comprehend that the computer can be
|
||
no more or less a "tool" like the simple paint brush but with
|
||
extra advantages. The only difference is that the computer is a
|
||
much more complex tool, allowing more options, innovative ideas,
|
||
and creative realms.
|
||
Prior to forming any sort of opinion regarding computer art
|
||
the artist must comprehend the computer's ability to function for
|
||
him/her at many different levels. There needs to be an awareness
|
||
of the many roles the computer can play. For one artist, it
|
||
might be no more than a design aid. A friend of mine in the
|
||
visual arts department, for example, finds the computer extremely
|
||
valuable to her work as a weaver. She has described to me how
|
||
she uses the computer to visualize a fabric before it actually
|
||
being woven. As opposed to weaving on graph paper by hand, the
|
||
computer removes the automatic color preference found in that
|
||
traditional method. Furthermore, by examining computer
|
||
illustrations the softening of contours which must otherwise be
|
||
seen only after a weaving was removed from the loom, can be
|
||
visualized graphically.
|
||
In this case, the computer does not threaten the traditional
|
||
weaving methods of an artist but improves them considerably. The
|
||
artist has more opportunity to be creative and spends less time
|
||
with tedious labours, like coloring in each square in a graph by
|
||
hand. This allows the weaver time and freedom to experiment and
|
||
therefore, more opportunity to be actively creative. For this
|
||
reason, the computer is a significant advantage to the artist and
|
||
the art of weaving, itself.
|
||
The computer offers the artist a vast expanse of areas and
|
||
levels available to explore and master. A new integrative
|
||
capacity is offered to the artist which can lead into new
|
||
artistic approaches that combines it many features. The
|
||
combination of artist and oil paint is, for example, a different
|
||
statement than that same artist and watercolors. Now, rather
|
||
than purchasing oils and paintbrushes from the art supply store,
|
||
the computer artist can simply create the tools to be used on the
|
||
computer, and combine the effect of different mediums, or
|
||
experiment with alternatives. The fact that one can actually
|
||
create the tools to be used for an artwork is amazing since the
|
||
possibilities it provides, are virtually endless. There are lots
|
||
of examples of tools to choose from and the ability to combine a
|
||
variety of tools and even mediums into one artwork can prove most
|
||
interesting; however, the finished work of art still depends on
|
||
the program and the creative abilities of the artist monitoring
|
||
the machine, whether it's a scanner, a musical synthesizer, or
|
||
any other component.
|
||
I've found that some people feel the computer limits the
|
||
artist's intuitive response to his/her own unfolding creation and
|
||
prevents him/her from leaving any personal trace in the execution
|
||
of the artwork. This is due to the fact that the computer artist
|
||
has the ability to devise a program which can be suited uniquely
|
||
to a specific artistic conception which allows him/her to reject,
|
||
accept or modify images as they emerge on screen. However, this
|
||
adds to the artist's creative opportunities in a society where
|
||
deadlines have to be met and the lack of leisure time is a
|
||
serious concern.
|
||
It must be understood that there are many different mediums
|
||
in the world of art, each to be appreciated in their own right.
|
||
Rather than constantly battle over the prominence of sculpture or
|
||
oil painting or watercolors, each medium cannot be compared and
|
||
should be appreciated for its unique qualities. As well,
|
||
computer art should be appreciated as a unique medium itself.
|
||
Just because the artist can vary the quality of line and
|
||
introduce a variety of colorist effects, does not mean his/her
|
||
finished work is unavoidably inferior when measured against an
|
||
old renaissance master drawing, in which every line and every
|
||
nuance directly reflects its creator's individual response to the
|
||
medium.
|
||
There could well be more opportunities to view
|
||
computer-generated graphics in their proper artistic context.
|
||
The creative process is centered in the mind of the artist, like
|
||
his/her ability to conceive an idea for an artwork, the actual
|
||
process in which the work was executed, is received well when the
|
||
results are seen on canvas. It may be interesting to know, but
|
||
it is not an effective means to judge the actual art itself. It
|
||
is the idea rather than the artist's technical skills of a
|
||
particular medium which constitutes the appeal of a sculpture,
|
||
painting or drawing. In fact, a sculptor friend of mine had
|
||
evidenced that the realization of the artist's mental image can
|
||
even occur without their physical involvement or presence. When
|
||
considered in this context, I feel that the computer is not a
|
||
gimmick but a tool that releases the artist from tedious and
|
||
impossible tasks accomplished by hand.
|
||
In many ways, the computer as a new artistic tool, parallels
|
||
to the emergence of photography as the mechanical medium' of the
|
||
nineteenth century. There was considerable debate then as to
|
||
whether photography was a medium related to science or art. Many
|
||
traditional painters were appalled when subject they spent hours
|
||
to recreate by the paintbrush could be reproduced by the camera
|
||
in a matter of minutes and still be called art. They refused to
|
||
consider these as works of art just as the traditional canvas
|
||
painter may not believe the brush tool of the paint program could
|
||
possibly match the tool of their own hands. However, many
|
||
painters who had enough self-esteem in their own interpretations,
|
||
eventually considered the camera as a valuable tool. Such
|
||
artists, even today, who deal with this same debate, use the
|
||
camera as a tool that can easily record the physical
|
||
characteristics of a person, place or object in a form which can
|
||
be easily consulted for future reference. Although there is
|
||
still controversy over the artistic nature of the photograph,
|
||
photography has developed into a creative medium in its own
|
||
right. This occurred at the same time the artists came to accept
|
||
the photograph as an artistic aid which resulted in it being less
|
||
of a threat to the painters.
|
||
I find that most of the computer-generated artwork to date
|
||
should be considered as a groundwork for a similar type of
|
||
development toward a still developing artistic medium, because it
|
||
offers so many new directions and potentials. There has already
|
||
been experimentation in programming the computer to simulate the
|
||
styles of previously existing art, even in the few years that
|
||
computers have become widely available. Computer art no longer
|
||
is only suited to linear and geometric designs since the
|
||
introduction of new programs that offer tonal gradations,
|
||
free-hand drawing and even the ability to draw complex monuments
|
||
in a landscape setting of precise perspective which have become
|
||
possible with computers as well. Even so, I think the computer's
|
||
potential as an artist's tool has barely been reached even though
|
||
its value in the field of architecture and commercial design has
|
||
been acknowledged and utilized. As well, the computer is
|
||
currently being utilized in highly creative ways by such programs
|
||
as Nintendo, virtual reality, Cyber space and autocad. In other
|
||
words, the possibilities of the computer are endless and we have
|
||
yet to reach its full potential. I can only imagine what future
|
||
computer technology has yet to offer the contemporary artist.
|
||
My own interest in computer technology began through
|
||
watching my grandfather reconstruct archaeological sites and
|
||
their ancient artifacts on the computer. He kept a permanent
|
||
record of ancient African artifacts and vessels of the most
|
||
extraordinary ceramics dated and at times, reconstructed. New
|
||
approaches and the more traditional iconographic studies are both
|
||
benefiting increasingly from computerized information retrieval
|
||
analysis. By transferring cumbersome photographic archives of
|
||
pottery, stele, textiles, site plans, and design inventories onto
|
||
computer or laser disks and cross-indexing iconographic motifs
|
||
and details of manufacture, form and design, researchers such as
|
||
my grandfather are uncovering significant, formerly obscure,
|
||
correlation's and adding continually to statistical base.
|
||
In approaching computers now, with little earlier
|
||
experience, this course has increased my awareness of the many
|
||
advantages technology offers to both artists and architects.
|
||
Although I enjoy traditional oil painting and sculpting, my
|
||
interests in the computer to date has centered on it as an aid in
|
||
architecture. I have recently experimented with the AutoCad
|
||
design package which is a general purpose Computer-Aided
|
||
Design/Drafting application. The AutoCad design package is a
|
||
powerful drawing tool. Although I have a long way to go, it
|
||
follows my instructions and quickly produces the exact drawing I
|
||
want. AutoCad features let me correct drawing errors easily and
|
||
make revisions without redoing the entire drawing. The results
|
||
are a production of very precise and clean final drawings. These
|
||
drawings were not the work of the computer, but a creation of my
|
||
personal ideas that the computer simply allowed me to envision on
|
||
screen. I do not feel in any way, that if accomplished by hand
|
||
these drawings and designs would have been more artistic and
|
||
personal. In fact, I feel the program motivates me to improve my
|
||
designs and expand on my creativity. Of course, the artist must
|
||
learn of perspective before creating a landscape just like I must
|
||
fully comprehend the program before designing the monument of my
|
||
dreams.
|
||
Prior to this course I had experienced a few traditional
|
||
method drafting courses in which I learned alot about dimensions
|
||
and design. However, the work was slow and tedious to such an
|
||
extent that my creative nature was overwhelmed by the mere
|
||
basics. In contrast, the computer allowed me to explore my
|
||
abilities to a greater level because drawing simple lines and
|
||
shapes was a very rapid process. The Autocad program also
|
||
allowed me to envision and create my drawings on a third
|
||
dimensional level. I could even move and rotate my drawings for
|
||
a more precise understanding of the dimensions, which is not
|
||
possible with simple flat surface drawings.
|
||
I found myself quite excited by the discovery of this
|
||
technology which motivated me to explore ideas that traditional
|
||
methods would have kept beyond me. The only disadvantage, was
|
||
the hours of frustration learning the program. Learning the
|
||
program consisted of following an unclear reference manual and
|
||
many days of trial and error to master such tasks as a mere arc
|
||
for the doorway. However, the time it took to learn what little
|
||
I knew about the program was well worth the effort when I was
|
||
able to apply this new technology towards my drafting designs and
|
||
shapes. This could easily be seen as a parallel to learning
|
||
academic methods in a more traditional medium.
|
||
I have no doubt that computer technology will inevitably
|
||
have a great impact on the artistic community. It will offer
|
||
contemporary artists new opportunities which will only increase
|
||
as we get closer to the full potential of the machine. The art
|
||
world will be exposed to more and more works of art created by
|
||
this new medium. Once something has been done in art, the art
|
||
world as a whole will not go back--even though some people will
|
||
always go back to painting portraits of their grandmothers. Now
|
||
that computers have become an integral part of the work of at
|
||
least some artists, I strongly feel that other artists will begin
|
||
to look at the computer as a viable tool for the production of
|
||
art. At the same time, I believe that computer scientists and
|
||
programmers are beginning to recognize that data they produce
|
||
for scientific purposes can be quite aesthetically pleasing.
|
||
Even these computer scientists are becoming artists. This is why
|
||
I question whether there is a difference between a programmer who
|
||
works with creative languages like building blocks, and an artist
|
||
who works with shapes. Both concepts can be equally complex and
|
||
creative.
|
||
The computer is a tool created by the scientist and then
|
||
used by the artist in his/her creative expression. The designs
|
||
accomplished by Autocad have been as useful to me as a technical
|
||
artist and the paint program has been appreciated for equally
|
||
valid, if less functional reasons, by myself, as an artist. In
|
||
other words, the computer has benefits for both the artist and
|
||
scientist; or more clearly the artist-scientist. I find that in
|
||
the computer age there is a forced distinction between the artist
|
||
and the scientist. Is it not unnecessary to divide both when so
|
||
much interrelation is involved? Would it not be more productive
|
||
for the artist and the scientist to work as one in order to
|
||
double their creative input? Unfortunately, in modern society
|
||
there is lack of communication between the two.
|
||
I found that the overhead expenses in learning the computer
|
||
art medium was by thinking in terms of forms, shapes and colors
|
||
through numbers and programs. With paint, the first stroke I
|
||
make yields visual results. With programming, I have spent many
|
||
hours learning a programming language before ever really seeing
|
||
a visual image produced with it. I had to force myself in
|
||
keeping interest in the program medium for its own sake, to not
|
||
get discouraged and put an end to my efforts before ever even
|
||
getting started. However, this parallels to actually learning
|
||
the technical skills of perspective and brushwork, I had to once
|
||
learn as an artist.
|
||
Also, I had the computer simulate a traditional art medium
|
||
which I am very familiar, and use it to mimic oil painting. By
|
||
using the electronic pen and tablet for input, I was provided
|
||
with a medium very similar to acrylic painting. On a TV monitor
|
||
I was able to watch a flow of color reflecting my hand and pen
|
||
movement on the tablet. I could even select brush sizes! The
|
||
advantage I have with this medium over true acrylic/oil painting
|
||
is that I am able to change the medium to suit my own personal
|
||
artistic needs through programming.
|
||
I feel that it takes a particular kind of artist to get
|
||
involved with the computer art medium. It takes an artist who
|
||
can cope with dualities, since he/she has to straddle two fields.
|
||
He/she must have a flexible enough identity to accept the inter
|
||
flow of ideas from one discipline to another. The artist must be
|
||
motivated enough to pursue what is interesting in spite of the
|
||
labels that have been attached to it by traditionalists and
|
||
conservatives. There must be an interest in developing both
|
||
hemispheres of the brain.
|
||
It is almost impossible to imagine what art lovers can
|
||
expect from the computer in the future. The value of the
|
||
computer for artists lies not in its ability to mimic what an
|
||
individual can do, but in offering a means for that individual to
|
||
accomplish artistic projects that ordinarily would lie beyond
|
||
his/her technical scope. I predict that through the development
|
||
of continually more flexible software, which could be geared to
|
||
the requirements of individual artists, the use of computers by
|
||
artists could eventually become as widespread as the conventional
|
||
brushes and oils. As more and more artists acquire computer
|
||
literacy, the concept of a bona-fide-computer-based scientific
|
||
aesthetic may begin to seem less foreign.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
|
||
WILLIAM SMITH student# 9109743
|
||
|
||
|
||
CONTEMPORARY CULTURE AND THE COMPUTER GENERATION
|
||
|
||
Contemporary culture leads us to believe that anything is
|
||
possible. Much of what I have learned in recent history proves
|
||
this to be true. I have been exposed to a remarkable amount of
|
||
information that can be at times overwhelming, yet stimulates the
|
||
possibilities to where the computer age will go. A wonderful, new
|
||
world, still unchartered, awaiting to be discovered.
|
||
|
||
Now that this has been said, with all of it's excitement and
|
||
promise, let me discuss some issues that have made me cringe! the
|
||
age of technology is relatively new to me, but in the short space
|
||
of time that I have been familiar with computers, there are some
|
||
mixed feelings. Let me discuss some of these thoughts as they
|
||
relate to my world.
|
||
|
||
My chosen field is the arts. More specifically the graphic arts.
|
||
I began working in a sign shop about three years ago. this was a
|
||
small operation, consisting of three people. the owner learned
|
||
the trade from the "old school". A true sign painter, screen
|
||
printer, and graphic artist. Among many of the other specialty
|
||
skills he possessed included were, airbrush techniques, gold
|
||
leafing, architectural renderings. The shop was small, the
|
||
overhead low, but we still seemed to always be busy. That started
|
||
to change a few years later. It seemed that other shops, who were
|
||
totally computerized, could get the product out much faster than
|
||
we could, therefor charging a much lower price. This is where the
|
||
small shops started to suffer.
|
||
|
||
I always took pride in knowing that the reason I was hired for
|
||
the job was my artistic talent. Now that I am on my own and
|
||
trying to set up my own business, I am more aware of the true
|
||
impact that the computer industry has on everything today. In the
|
||
old shop there was an older signmaker computer. This computer was
|
||
simply a cutter (cut letters out of self adhesive vinyl), and was
|
||
regarded as just a tool. If for some reason the power shut off,
|
||
we would still be able to do everything by hand. When I left the
|
||
old shop I purchased the signmaker computer for myself. "All set
|
||
now to head out in the world a make my living!... right?" Well,
|
||
maybe get by ... but not a very good living. "I have the skills
|
||
and now I have the technology." I said. "so there should be no
|
||
problem!". Then I began to wonder why my old boss actually sold
|
||
me that computer. He had said that he was going to upgrade to a
|
||
newer model computer. I then decided to investigate a little more
|
||
about computer systems and their relation to the sign industry.
|
||
What I found absolutely astonished me! Remember that I have
|
||
limited knowledge about computers and their uses. The new
|
||
computer system that my boss had purchased was quite amazing, it
|
||
included approximetly 200 fonts, a scanner, an on screen graphics
|
||
program (the newest CorelDraw) and an interface that linked all
|
||
this to the plotter/cutter. Comparing the old computer with the
|
||
new one was like comparing a Volkswagen Bug with a Ferrari. The
|
||
old computer had a capacity of 8 fonts compared to 200, any
|
||
company logos had to be projected on a wall with an overhead
|
||
projector and then either hand painted or hand cut out of vinyl
|
||
compared to just scanning the image and adjusting the size on the
|
||
computer. Designing logos or layouts for signs had to be done
|
||
with pens and rulers, now this can be done with the push of a few
|
||
buttons.
|
||
|
||
These new computer systems are totally revolutionizing the
|
||
industry of Sign making. I can tell you first hand the hours
|
||
saved by these new computer systems. they enable the user to
|
||
produce a cleaner more precise product in a fraction of the time.
|
||
This is where I start to get depressed. How is a small
|
||
entrepreneur like myself supposed to compete against the power of
|
||
the larger shops that are totally computerized with state of the
|
||
art technology?
|
||
|
||
It has reached the point where the sign industry is no longer a
|
||
"Trade" rather it has become big business. Computers have taken a
|
||
job that required artistic talent and years to learn and master
|
||
and is turning it into a high production, computer generated grey
|
||
area! It has become just another job that anyone can do with
|
||
computer knowledge. Actually, in a few more years, people won't
|
||
even need computer skills because computers are becoming so user
|
||
friendly. Not that the industry isn't welcoming new people into
|
||
the sign game, but it is destroying the people who built it. The
|
||
true craftsman of the trade can no longer compete with the speed
|
||
and accuracy of the computer. Much of the problem is that
|
||
technology has and is moving at such a rapid rate that it has
|
||
left many people standing in the dust. The older, strong headed
|
||
man, who says, "Computers will never take over good old hard work
|
||
or knowledge of a trade." is just fooling himself. Plain and
|
||
simple! Even the new generation who grew up with computers has to
|
||
be sharp, or technology will pass them by as well. Oh well,
|
||
Survival of the fittest... I guess?
|
||
|
||
I am done "Bitching" for a while. This is just a concern from a
|
||
person who is just starting life with hope and ambition and lots
|
||
of doubt and uncertainty. I can see myself in the future becoming
|
||
totally computerized in my business anyway.
|
||
|
||
As far as the present of technology in the sign industry is
|
||
concerned, they are still coming out with exciting new
|
||
capabilities. I read in the latest issue of "The Sign of the
|
||
Times" (a Sign Arts Magazine) that a computer airbrush machine
|
||
(the Gerber Edge) is just being introduced on the market. This
|
||
computer uses coloured inks to create the airbrushing effect on
|
||
vinyl surfaces. It can also produce multiple and interwoven
|
||
effects, halftones and virtually unlimited special effects. Other
|
||
new computer products on the market include a "desktop engraver",
|
||
which can be used on soft metals, woods and plastics, and of
|
||
course the state of the art in computer software. One of the new
|
||
programs is called the Flewisign-Pro. It is a full colour design
|
||
program with such features as auto welding, kerning, arching
|
||
shadows, colour separating, registration and tilling. Many of the
|
||
features have been specifically developed for the sign industry.
|
||
It was just a matter of time.
|
||
|
||
Looking to the future in the sign industry, it would appear that
|
||
there will be a split. Computers and technology will divide the
|
||
business apart. There will be the computerized sign shops and the
|
||
custom shops. There is still hope for the small shop, who, for
|
||
what ever reason, chooses not to keep up with advancing technical
|
||
era. Small shops will keep the "trade" alive with that personal
|
||
touch. They will cater to the customer who still enjoys the look
|
||
of hand lettering or that custom specialty sign for their
|
||
business. Although, the average person is going to choose the
|
||
shop that will get the job done faster and cheaper. The bigger
|
||
shops will be constantly on top of the latest technology. A
|
||
computerized shop is essential to keep in stride with the demands
|
||
of competitive business.
|
||
|
||
How technology affects culture as a whole will be mind boggling.
|
||
It is hard to imagine how the average population will cope with
|
||
the future monopoly of the computer. I believe that the
|
||
computer as we know it, will be far different in future years to
|
||
come. The personal computer will become the "central nervous
|
||
system" of the home. It will have the capabilities to be linked
|
||
and control most aspect of domestic life. Personal,and business
|
||
finances, scheduling, meals or general daily planning will all be
|
||
governed by the P.C. As well as controlling day to day concerns,
|
||
the personal computer will have capabilities of obtaining vast
|
||
amounts of information on any subject. I can see most homes
|
||
running in conjunction with the super information highways of the
|
||
future. Connection to any info library or satellite link-ups
|
||
could all be performed through the average home based personal
|
||
computer. The vast amounts of information that will be available
|
||
to every person at any time may be overwhelming. It may reach the
|
||
point to where people will never have to leave their terminal.
|
||
Anything and everything can be reached by the world beyond their
|
||
keyboard.
|
||
|
||
|
||
The Internat service that is available, is one of the information
|
||
networks available at the present time. Although the service has
|
||
limited access at the present time, I do see the general public
|
||
becoming more involved in similar networks in the future.
|
||
Information and communication networks very well could become as
|
||
common as the telephone service. Large Internat like
|
||
corporations engaging in advertizing wars to see who will be the
|
||
"king" of the communication-info networks. Just like AT&T and
|
||
Sprint telephone companies. Which company offers more
|
||
information or entitles the subscriber access to more
|
||
communication lines!
|
||
|
||
|
||
The work place or learning institutions will become factories of
|
||
information, cognitive reasoning and input organized by the
|
||
mighty computer. The super communication-info highway will
|
||
obviously be the biggest influence in the educational system.
|
||
Information from anywhere in the world will become accessible to
|
||
institutions. Computer communication has enabled the educational
|
||
structure to totally change. Education in the near future will
|
||
be far different than ten years ago. The use of the book library
|
||
will almost seem obsolete . All questions, answers or research
|
||
will be solved by linking into an information line through the
|
||
school computer. Will each individual student have their own
|
||
computer station at their desk? With the learning programs
|
||
coming out now, the teaching profession could be in serious
|
||
jeopardy. There may be no need for instructors. Each student
|
||
just has to sit at their terminal touch the screen and the
|
||
computer takes over. It won't even be necessary to know how to
|
||
type, just click the mouse. Life in a screen! How exciting. I
|
||
really hope that the world will not become nothing but an input
|
||
and output,information "data base". There is something to be
|
||
said about reading a good book.
|
||
|
||
The onset of the computer industry in the work force has enabled
|
||
most businesses to increase productivity at geometric rates. We
|
||
see entire company departments controlled by revolutionary
|
||
computer systems. This brings me to my point. Are computers
|
||
taking the jobs of many people in the work force? Of course they
|
||
are! We see this happening all over. With such high
|
||
unemployment rates in the country, can we afford to continue? In
|
||
many cases, one computer system can take the place of dozens of
|
||
employees. They can do twice the work in a fraction of the time.
|
||
Obviously, costing the company a lot less money. The future
|
||
could hold the average worker in the business world obsolete.
|
||
This would be a great tragedy for all concerned. This situation
|
||
has already begun to happen in many cases. One example that
|
||
springs to mind are the telephone operators. This is an entire
|
||
job force that is literally being wiped out! There is nothing
|
||
worse than when you have a problem, talking to a computer
|
||
generated voice. As I have already mentioned that teaching is in
|
||
trouble, I am sure that many other specialized jobs are on the
|
||
same path.
|
||
|
||
|
||
As individuals, the age of technology affects each person in
|
||
unique ways. Everyday activities are being designed to be
|
||
performed at the lowest level of energy and yet yielding the
|
||
highest level of performance. Convenience is a term that
|
||
technology has tried to sell to the public. Everything has been
|
||
designed for convenience. Remote controls, multi-screen T's,
|
||
the Clapper (the light switch), microwaves, electric
|
||
toothbrushes, all designed for the user to exert the less amount
|
||
of energy as possible. It gets to be a bit ridiculous. It's to
|
||
the point where a person sits a computer terminal all day, gets
|
||
home and sits on the couch all night. I am not saying that
|
||
everyone is like this, but it does happen. It has to take a toll
|
||
on peoples social skills. Common, everyday, human interaction is
|
||
becoming extinct. Communication between people may be performed
|
||
entirely through computer language. If you believe in the theory
|
||
of evolution,the act of speaking with our voices may disappear.
|
||
In theory, our voice boxes would become non functional in a few
|
||
million years! Just a thought!?
|
||
|
||
The age group that the advancing technology affects the most is
|
||
the younger people. Millions of children are engulfed by the
|
||
domination of the video game. The home versions of these games
|
||
have grown and advanced so much in the last few years. Millions
|
||
of children spend endless hours staring blank and motionless at
|
||
the T screen. They would rather spend hours playing video games
|
||
rather than playing sports or excercizing. Many talk shows have
|
||
dealt with this subject, and I believe their concerns are valid.
|
||
Young people do have the ability to adapt well. They are being
|
||
brought up in the age of computers. They have become at ease
|
||
with the notion of the computerized future. Their sources of
|
||
information are so vast, either through education or television,
|
||
that they are constantly being bombarded with the latest techno-
|
||
inventions. Unconsciously they continue to learn, wether they
|
||
want to or not. I have found this through my own experience.
|
||
The first time I sat at a computer terminal I already had the
|
||
basic Knowledge to navigate around, just from what I had heard or
|
||
seen.
|
||
|
||
|
||
I am an optimist though. The future could be very exciting. all
|
||
of the communication and the information possibilities are great
|
||
but the some of the entertainment possibilities really excite me.
|
||
|
||
Some of the movies to come out recently are filled with creative
|
||
and innovative ideas for the future. Total Recall is one movie
|
||
that I found to be fascinating. The notion of transplanting a
|
||
programmed memory into someone so that they actually believe that
|
||
they had been there or done something. Theoretically, someone
|
||
could live there life in one room but still believe that they had
|
||
done and experienced everything they had always wanted. truly a
|
||
fantasy existence. Much of this parallels the work being done in
|
||
Virtual Reality. The possibilities for entertainment value alone
|
||
is endless. anything you have ever dreamed can be realized with
|
||
this system. A trip to the moon, your ultimate sexual fantasy or
|
||
living with the dinosaurs could all be experienced inside a
|
||
computer. Every person in the world will have the opportunity to
|
||
become all they ever dreamed. A different occupation or a
|
||
different sex, they could live in a different part of the world
|
||
if they chose. In the future a person could live their whole
|
||
existence in their own virtual world, coming out only to sleep or
|
||
eat. Even their dreams could possibly be programmed. The progress
|
||
they are making in the field of computer generated graphics is
|
||
staggering. The recent movie "Jurassic Park" combined the use of
|
||
computer graphics and the older method of stop motion
|
||
photography. The makers of this movie reached the point of
|
||
making the dinosaurs believable. The visual picture has made
|
||
tremendous advances through the uses of such tools. If the
|
||
future of Virtual Reality is as visually stimulating as the
|
||
recent movie age then it will be hard to decipher between fantasy
|
||
and reality. This, I believe will be the wave of the future.
|
||
|
||
Virtual Reality will obviously be not just for entertainment but
|
||
many practical uses. Medical advances, architecture, training of
|
||
any skill or job could be performed with Virtual Reality. It
|
||
give you the ability to see or perform something before you
|
||
actually do it. In the medical field, it will give doctors the
|
||
chance to practice a particular operation on something other than
|
||
the living patient. Health care will no longer be such a
|
||
guessing game which will reduce the risks for patients. Virtual
|
||
Reality can only benefit the medical field, but is advancing
|
||
technology as a whole, advantageous to the patient? Life support
|
||
systems have advanced so much in recent years that doctors are
|
||
able to keep brain dead patients alive for many years. Where
|
||
does mother nature play her role?
|
||
|
||
"Terminator" the movie, posses some interesting concepts of the
|
||
future. The idea of artificial intelligence is not so
|
||
inconceivable with the rate computer systems are advancing. The
|
||
one fact that remains is that computers are the product of what
|
||
people program them to do. Can people design programs to think
|
||
for themselves? I sure hope not! Humans as a race, have enough
|
||
trouble keeping control of things as it is. The last thing we
|
||
need is to have some computer system telling us what to do.
|
||
|
||
Intellectually the human race is capable of creating the computer
|
||
world, but is the human race mature enough to control it? The
|
||
impact that the computer has on contemporary culture has yet to
|
||
be fully discovered. The next generation will tell the tale. One
|
||
thing is for certain though, the future will prove to be an
|
||
exciting ride.
|
||
|
||
|
||
----------------------------------------------------------------
|
||
|
||
|
||
Portrait of the artist as a young hacker.
|
||
|
||
by yvette poorter
|
||
|
||
|
||
Start here. In the beginning there was clay. Ya, there was clay
|
||
and paint and stone and marble and cont |