By Steve Kolowich Chronicle of Higher Education, April 29, 2013
Teaching students how to read and analyze experimental poetry can be hard enough in a small seminar class. Leading the same class in an online classroom of 36,000 far-flung learners might strike some as a fool's errand.
Al Filreis, a 57-year-old professor of English at the University of Pennsylvania, disagrees. Many believe that massive open online courses are more suitable for teaching mathematics and hard sciences, ruled as they are by laws, formulas, and right-or-wrong answers.
But Mr. Filreis, an early pioneer of MOOCs in the humanities, believes the MOOC format is in many ways ideal for his course, "Modern & Contemporary American Poetry." In fact, he thinks the MOOC version of his course is just as academically rigorous as the classroom version he has taught for 25 years.
THE INNOVATOR: Al Filreis, U. of Pennsylvania
THE BIG IDEA: MOOCs can bring humanities courses to the masses.
The key, he says, is being willing to get your hands dirty.
Back in February, when I started this column, I wanted to interview Fernando Diaz about his sound art projects and also — because he's a computer scientist — about algorithms in poetry. The word "algorithm" appears often in critical analyses of conceptual writing, so I had been wondering what, if anything, conceptual writing and algorithms had to do with each other. I wanted to believe, but Fernando was skeptical about this metaphor. After 2.5 months of meeting, discussing, questioning, and haggling, we have only just begun to work through the chasm between our fields, our different values, histories, vocabularies, etc. Latour would be proud. It's been challenging and fun. And I'm grateful for Fernando's patience, generosity, and humor in working with me towards this provisional document.
Laynie Browne: Is there such a thing as the poet’s novel?
Bhanu Kapil: The poet’s brain changes, perhaps in mid-life. Perhaps the poet moves from one part of the country to another. The poet turns to the sentence as the place where questions of magnetism, gravity and light — the forces that bind a person to the earth and then release them, abruptly — might most fully be worked out. Why? On a scrap of paper, I draw three overlapping rough arcs. These are sentences. These are vectors, complicated — in this preliminary sketch —by refraction and shame: the reality of what happens — does happen — has happened — at the limit of a nation state. Sometimes, as I’ve thought about elsewhere, a person doesn't get to cross. A person sees their body reflected, perhaps, in the gelation membrane that extends above and just beyond the border like an invisible dome. To exit you rupture. What the novel-shaped space lets the poet do (perhaps) is work out what happens both before and afterwards: the approach to that multi-valent perimeter [the shredded plastic on the floor.]
Following the Advisory Board Roundtable that launched the Conference on Ecopoetics, Charles Altieri, who later in the weekend led a seminar on “Ecopoetics and Affect,” asked a question: “Is ecopoetics a way to go beyond ethics to love?” (A paraphrase.) This question acknowledged a legacy of ethically motivated poetics—or “poethics” as Joan Retallack would say—while at the same time inquiring about something potentially far gushier and subject driven. And in fact, this possibility of an ecopoetics motivated by or productive of love, or loves, resurfaced throughout the weekend.
Robert Hass responded to Altieri’s question during the same Q&A by invoking Wordsworth’s “most watchful power of love,” which, early in the Prelude, registers both “transitory qualities,” “permanent relations,” and “difference” in the passing seasons. Wordsworth’s love is an acute attention, seeing what would otherwise go unseen, inviting the object world of matter to infiltrate the poet’s heart and mind and leave its mark. This attentive love serves an instructive function, driving the “Growth of a Poet’s Mind” that the Prelude chronicles. The pinnacle of what the poet learns from watching and loving is the exact hinge within his self that swings open toward the sublime.
E. Tracy Grinnell: From 'body of war / songs' with a note on the process
After Danielle Collobert
the crowds
evisceral subjects sun-setting
in the sun
clashes waste
depopulating fray
afraid
hurled
_____________________
the revolt
executed
in spasms
projected
projectiles
human or plastic
embraces
shadows grounding
Al Filreis named Chronicle of Higher Ed top 10 tech innovators
Making His MOOC an 'Outreach for Poetry'
By Steve Kolowich
Chronicle of Higher Education, April 29, 2013
Teaching students how to read and analyze experimental poetry can be hard enough in a small seminar class. Leading the same class in an online classroom of 36,000 far-flung learners might strike some as a fool's errand.
Al Filreis, a 57-year-old professor of English at the University of Pennsylvania, disagrees. Many believe that massive open online courses are more suitable for teaching mathematics and hard sciences, ruled as they are by laws, formulas, and right-or-wrong answers.
But Mr. Filreis, an early pioneer of MOOCs in the humanities, believes the MOOC format is in many ways ideal for his course, "Modern & Contemporary American Poetry." In fact, he thinks the MOOC version of his course is just as academically rigorous as the classroom version he has taught for 25 years.
THE INNOVATOR: Al Filreis, U. of Pennsylvania
THE BIG IDEA: MOOCs can bring humanities courses to the masses.
The key, he says, is being willing to get your hands dirty.
Algorithms in conceptual writing
With Fernando Diaz
Back in February, when I started this column, I wanted to interview Fernando Diaz about his sound art projects and also — because he's a computer scientist — about algorithms in poetry. The word "algorithm" appears often in critical analyses of conceptual writing, so I had been wondering what, if anything, conceptual writing and algorithms had to do with each other. I wanted to believe, but Fernando was skeptical about this metaphor. After 2.5 months of meeting, discussing, questioning, and haggling, we have only just begun to work through the chasm between our fields, our different values, histories, vocabularies, etc. Latour would be proud. It's been challenging and fun. And I'm grateful for Fernando's patience, generosity, and humor in working with me towards this provisional document.
A conversation with Bhanu Kapil
The poet's novel
Laynie Browne: Is there such a thing as the poet’s novel?
Bhanu Kapil: The poet’s brain changes, perhaps in mid-life. Perhaps the poet moves from one part of the country to another. The poet turns to the sentence as the place where questions of magnetism, gravity and light — the forces that bind a person to the earth and then release them, abruptly — might most fully be worked out. Why? On a scrap of paper, I draw three overlapping rough arcs. These are sentences. These are vectors, complicated — in this preliminary sketch —by refraction and shame: the reality of what happens — does happen — has happened — at the limit of a nation state. Sometimes, as I’ve thought about elsewhere, a person doesn't get to cross. A person sees their body reflected, perhaps, in the gelation membrane that extends above and just beyond the border like an invisible dome. To exit you rupture. What the novel-shaped space lets the poet do (perhaps) is work out what happens both before and afterwards: the approach to that multi-valent perimeter [the shredded plastic on the floor.]
'Love, love, my season.'
by Gillian Osborne
Following the Advisory Board Roundtable that launched the Conference on Ecopoetics, Charles Altieri, who later in the weekend led a seminar on “Ecopoetics and Affect,” asked a question: “Is ecopoetics a way to go beyond ethics to love?” (A paraphrase.) This question acknowledged a legacy of ethically motivated poetics—or “poethics” as Joan Retallack would say—while at the same time inquiring about something potentially far gushier and subject driven. And in fact, this possibility of an ecopoetics motivated by or productive of love, or loves, resurfaced throughout the weekend.
Robert Hass responded to Altieri’s question during the same Q&A by invoking Wordsworth’s “most watchful power of love,” which, early in the Prelude, registers both “transitory qualities,” “permanent relations,” and “difference” in the passing seasons. Wordsworth’s love is an acute attention, seeing what would otherwise go unseen, inviting the object world of matter to infiltrate the poet’s heart and mind and leave its mark. This attentive love serves an instructive function, driving the “Growth of a Poet’s Mind” that the Prelude chronicles. The pinnacle of what the poet learns from watching and loving is the exact hinge within his self that swings open toward the sublime.