Pattern – Konsult Experiment

Wide Image: Diagram

Wide Image into Diagram. The next step after using the emblem catechism to generate wide image is to begin translation into diagrams, extracting patterns from the intervals and relationships emerging within the matrix. Composing my first mystory in the mid-1980s, “Derrida at the Little Bighorn,” I discovered a match between Family and Career that produced an epiphany I have developed ever since. One of my first jobs when I worked at the plant was to clean the grids of the screens used to grade the gravel into sizes. Eventually the screens plugged up with stones and I had to knock them loose with a hammer. The pea-gravel screen could be cleaned by running the tip of a large screwdriver along the meshed grids, which produced an almost musical sound. This was the actual “gravel plant.” The washer with its three grades of screen, one on top of the other, was fed by a conveyor belt carrying the pit gravel from the quarry, and fed in turn three piles of sized rock, with the sand coming out the bottom. The whole contraption made a terrible noise and shook violently. I realized years later, reading Plato’s Timaeus after Derrida, that this gravel washer was a good metaphor or model for the operation of chora, sorting chaos into Earth, Air, Fire, Water.

–Plato, Timaeus, 52D-53A (Chora).

“My verdict is that being and space and generation, these three, existed in their three ways before the heaven, and that the nurse of generation, moistened by water and inflamed by fire, and receiving the forms of earth and air, and experiencing all the affections which accompany these, presented a strange variety of appearances. and being full of powers which were neither similar nor equally balanced, was never in any part in a state of equipoise, but swaying unevenly hither and thither, was shaken by them, and by its motion again shook them, and the elements when moved were separated and carried continually, some one way, some another. As, when grain is shaken and winnowed by fans and other instruments used in the threshing of corn, the close and heavy particles are borne away and settle in one direction, and the loose and light particles in another. In this manner, the four kinds of elements were then shaken by the receiving vessel, which, moving like a winnowing machine, scattered far away from one another the elements most unlike, and forced the most similar elements into close contact.”

–Derrida, Chora-L As part of his collaboration with the architect, Peter Eisenman, on a design for one of the folies, to be included in the Park for Creativity, Parc de la Villette, in Paris, Derrida produced a drawing and a descriptive concept for an impossible project: to build Chora. “I propose therefore the following ‘materialisation’: in one or three exemplars (with different scalings) a gilded metallic object will be planted obliquely in the ground. Neither vertical nor horizontal, a most solid frame will resemble at once a mesh, sieve, or grid and a stringed musical instrument. An interpretive and selective filter which will have permitted a reading and sifting of the three sites [at the Park] and the three embeddings.”

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MYSTORY: Maurice Sendak

Maurice Sendak is best known for his Caldecott Medal winning illustrated children’s book, Where the Wild Things Are (1963), made into a film by Spike Jonze. Given the importance of childhood experience and how it is remembered to the Wide Image, Ulmer often included in the Hypermedia course a book of short essays by authors of children’s books on the art and craft of writing for children: Worlds of Childhood, edited by William Zinsser. (1998). Sendak’s essay, “Visitors from My Boyhood,” is organized as a mystory, addressing each of the popcycle slots in order to explain the source of his poetics, which suggests there is something intuitive or inherent in the popcycle as a matrix of imagination. Two other features recommending Sendak’s craft as relay for an Exercise is that his stories were rarely more than 300 words (the length of one micro fiction, the narrative building-block of mystory documentation), and the drawings did not merely illustrate the words but developed the diegesis of the world in their own terms. Students used Sendak’s essay as a relay: making an inventory of his popcycle; extracting a template of examples for each slot; finding equivalents in their own experience.

–Family (Personal): Composition of mystory usually begins with a memory from early childhood, life with the family. Up to three such memories are allowed, to avoid getting stuck deciding on one that is most important (that dilemma if it arises is resolved when the remaining slots are filled, following the rule what resembles assembles). Sendak proposed two memories: the first was one of his earliest, an encounter with one of the pedagogical objects Pasolini mentioned, a book his older sister received from her book club. The book was very thick with a hardcover of pale green with gold lettering. Although not yet able to read, Sendak was fascinated with the book and demanded to have it, creating so much commotion the parents made his sister give it to him. When he finally returned it to his sister it was in bad shape, including suffering from being licked all over.

–Entertainment (Mythology): The popcycle premise is that identity is configured through identifications with people, places, and things during formative years: just as one has a capacity (potentiality) for language in general, with one’s native language depending on the chance of birth; similarly one has a capacity for imagination, and one’s native imagination (wide image) is formed within uniquely particular circumstances (visceral learning). A shortcut to determine which identifications took is just introspection: what remains in memory? Writer’s are good relay resources modeling these shaping identifications of which they necessarily become aware in learning their craft. For Sendak the memory was of The Wizard of Oz, and one scene in particular that he said “stole into my life in 1939 and has been flooding my work continually ever since.”

I was eleven when I saw the movie, and I remember it vividly because of how intensely in frightened me. The moment I am talking about is the one when Dorothy is trapped by the Wicked Witch of the West, and the witch takes an hourglass and turns it over and says something horrible like, “When the sand runs out, you’re dead, honey.” Judy Garland is left alone in the room, and one of her best moments ever was her way of saying, “I’m frightened,” and then, as though that realization has just actually dawned on her, says it a second time, “I’m frightened.” I still remember how her hand went to her head–the way she had of fluttering her hand, her desperation was so convincing. There was no way out of that room, nothing she could do. And suddenly, in the witch’s crystal ball, she sees her Auntie Em, back in Kansas, standing in the yard and calling to her. And she rushes to the crystal ball, and stands over it and screams, “Auntie Em! Here I am!”

–Community (History). Family and Entertainment memories are personal and convincing because they “belong to me.” The assumption of the History slot in the popcycle is that identity is formed within a social habitus, which is a major source of education (interpellation) received uncritically and internalized. To access this level of distracted education students first must decide with which Community they identify. Not everyone grows up in a home town. Community could also be an ethnic group, religion, race, military branch, nation. Whichever Community chosen, the story told must be one the Community tells about itself (what the Community remembers). Many students actually knew very little about their communities, so that some research was required. A shortcut was just to recall street names, festivals, memorials, school names and the like, to make a short-list. At that point some personal connection may help the selection. Sendak’s relay is somewhat awry, in that he did have a strong emotional association with his History event (as did James Joyce with the history of Parnell). The particular contribution of the History story is register a Value important to the Community. The Event documented by Sendak was the story of the Lindbergh baby.

The major event of my childhood was the kidnapping of the Lindbergh baby in 1932. That nightmare was probably the origin of my conviction that children can’t be shielded from frightening truths. Although I was only three, I remember intensely the details of the Lindbergh case. Lindbergh was our Prince Charles, and his wife was our Princess Di. I particularly remember a newspaper that had the front-page headline LINDBERGH BABY FOUND DEAD and a photograph of a scene in the woods with a black arrow pointing to something awful. I’ve since learned that Colonel Lindbergh threatened to sue if the New York Daily News didn’t have the morning edition pulled off the newsstands, so I guess not many people saw the picture. But I saw the picture.

The first phase of composition is to document each of these scenes (in your own popcycle): use micro fiction form, three micros (900 words) for each register, focusing on the diegesis of the event. The goal is to capture and annotate details of the scene, since wide images emerge in patterns of repeating signifiers.