Mere alphabetic adjacency

Al Filreis

Tan Lin turned me on to the work David Bunn, who some years ago took possession of the entire Los Angeles public library’s card catalogue. Tan had noticed my interest in Erica Baum’s word-centered photography of old catalogues, and suggested I get to know Bunn's project.

Leah Ollman wrote an article for Art in America on Bunn in 2000, and here are two passages:

As libraries replace their card catalogues with on-line databases, the cards themselves--obsolete, bulky, worn--are usually discarded. Artist David Bunn rescued two million such cards and, in his elegant installations, directs our attention to the strong poetic voice still coursing through them. In 1990, David Bunn took possession of the two million cards in the Los Angeles Central Library’s catalogue somewhat in the manner of an eccentric heir claiming the unwanted portion of an estate. To administrators at the library, the card catalogue was not so much an inheritance as the deceased itself. Its contents had been made available on-line several years earlier, and it sat, an unwieldy, inconvenient corpse, awaiting suitable disposal. Why fill a storeroom with information that can now be saved on a chip the size of a postage stamp?

And later in the same article:

Strains of both Dada and Duchamp course through these found objects rendered into found poems. Mere alphabetic adjacency is the operative force, making close neighbors of utter strangers and catalyzing all sorts of disarming associations. Some of the poems are more like quips — “Sometimes a great notion/ sometimes a hero/sometimes a little brain damage can help” (1996)— while others offer swatches of casual beauty: “The sea is a magic carpet/the sea is also a garden/the sea is for sailing/the sea is for sailing/the sea is strong” (1997). The multiplicity of meanings and contexts for a single word, the very thing that stymies subject-driven computer searches and causes them to produce a cumbersome load of search matches, is what makes these snippets blossom on the page.

The poems often read as lists, oral recitatives drummed into memory, the rhythm of repetition building density, layer upon layer:

And the band played on / and the bride wore ... / and the bridge is love / and the children came too/ and the dawn came up like thunder / and the desert shall rejoice / and the doctor recovered/and the floods came / ... and the flowers showered/and the morrow is theirs/"and the next object ..." / and the river flowed on/and the sound of a voice ... / and the third day ... / “and the two shall become one flesh” /and the walls came tumbling down / and the years roll by.

The catalogue enables Bunn to narrate what he calls “a whole constellation of stories,” some focused on a particular moment in time or a brief thread of plot, others conjuring the grand, seamless narrative of existence, without beginning or end, shape or evident purpose.

November 23, 2011

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DIGITAL PEDAGOGY: This was a magazine story published in 2001 about my use of e-media in teaching. “Postmodern poets focused on the process of their poetry, rather than on what the words in their poems actually said. The purpose was to make poetry and language new again. There's no better way to describe Filreis's teaching style. He uses technology to free class time for discussion, which to Filreis is more important than the course material itself. The point is to develop his students' ability to think critically, not to have memorized every last fact about Gertrude Stein. And yet, he said, through that active engagement with the material, students end up remembering more of the content.”

Click on the image.

ASHBERY PERFORMS STEVENS: In October of 1989, John Ashbery went to St. John's the Divine Cathedral in New York to be part of the induction of Wallace Stevens at the Poets' Corner. There was a vespers service and Ashbery read six sections of Stevens's "An Ordinary Evening in New Haven." Imagine that--that poem read at a vespers service! Anyway, I certainly don't know of another recording of Ashbery performing Stevens. Stevens was a fairly bad reader of his own poems. Ashbery is deemed by many to be an indifferent reader of his poems. (I don't agree, but understand the point.) But here, reading Stevens, Ashbery is marvelous. Here is a 7-minute recording of sections 3, 5, 12, 17, 18 and 30 of the Stevens poem that comes closest to real serial writing (seriality at the level of the section, anyway).

THE (ANTI)MODERN PRESIDENT. After looking at an abstract mural at the U.N. then President-elect Eisenhower said, “To be modern you don't have to be nuts.”

THE END OF THE LECTURE & PLANNING TO STAY. As often as I can, I call for the end of the lecture as we know it. I'm pretty serious about this - not often exaggerating on the point. Click here for one of many forays into the topic. Once you're there, click on the "end of the lecture" tag for still more. My thoughts on institutional politics and the arts were presented in a manifesto called "Planning to Stay" (published as a pamphlet by No Press); the text of that talk is available here.

KELLY WRITERS HOUSEPhiladelphia's PBS affiliate, WHYY-12, produces a TV show that in each episode features four centers for the arts and creativity in the Philadelphia region. For its winter 2010-11 program, the show devoted 15 minutes to the Kelly Writers House in a segment called “The Creative Campus.” To watch the video, click on the image above.

REPRESENTATIONS OF THE HOLOCAUSTI dislike Spielberg’s Schindler’s List intensely. It's a film, I think, that is very friendly toward sovereignty. For more on this minority view, click on the image above. I teach a course at Penn on representations of the Holocaust in literature and film every other fall semester.

In 2003 I founded and continue to direct the Center for Programs in Contemporary Writing at the University of Pennsylvania. CPCW brought together the university's writing programs and projects: Critical Writing, Creative Writing, the Kelly Writers House, PennSound, RealArts@PENN, Writers Without Borders, Creative Ventures, Jacket2, and more. For information and links to each of these projects, click on the logo above.