Visual Poetry: Extended Reflection and Inflection


I know I am derivative.  This post derives from a reflective post by Kevin Hodgson.  Go there and read it.  What follows here is…reactionary, but in no way is it intended to decry the work of others in the Daily Connect. After all I participated, too.  What is intended falls under the category of possible next steps, some “maybe adjacence”, a different kind of fieldwalk.

Here is the text of my comment that was on Kevin’s site using the Visual Poetry tool as a rhetorical vehicle.

carpenterseverytingsanail next stpe3 nextstep2

And here is some more commentary

download (2) hyperactive sheeo

Here is what I said in the post in simple text.

The intrinsic joy of these makes them worthy of doing in and of themselves.


I think there is some next step stuff that needs to happen.

1. Move focus away from digital objects and try to describe the connection that occurs

2. What are the messages about and how can we interact with them.

3. Let’s talk about how this tool might be used in other contexts.

I feel a bit like a naysayer. I am not. I am all for play as an infinite game that needs not justification. I just want verbs to be as important as nouns and I want us to learn together as a community about these tools and from each other about these tools.

OK, I got #3 started. #2? I am interacting with my own message now so I need to use this tool with someone else’s Visual Poetry message and relate what I discovered in doing that.  As for discoveries here, I find the tool helps me to read and think visually with text.  That’s a start.  #1? Describing the connection with myself seems a bit narcissistic, but for writers we do this all the time in the self-editing.  In fact this felt a bit like the same feeling I get when my tweets are too long and I have to fudge and fiddle a bit.  I suppose #1 is about reflecting upon the medium and the message and the medium as message.  Why bother?  Why not? Isn’t reflection part of a grander game of motivation and intention and agency?  I think it might be but that is a game for another post.

You try it.  Mess about with my message.  Mess about with your own messages. Hmmm, do mess and message have the same root? Hang out, message/mess about, geek out, share out. HOMAGOSO.


4 Replies to “Visual Poetry: Extended Reflection and Inflection”

  1. TLDR?? Again I think context is important. For many (most?) of us, this is a time when we are on break from school. So the “fun while learning and connecting” aspect becomes paramount. If this is too much like work, I am out. Luckily, this “work” is structured more like “play.” However given more time, it would be great to design an arc of Make weeks where we eventually get to the refinement stage – as you said, WHAT are the messages about and HOW can we interact with them? Then, how can we apply this learning/these tools to other contexts? In my mind as a learner, I would love to know that arc ahead of time – i.e. I know what the end goal might be (with the obvious knowledge that we can bow out any point in the arc). The beauty of having many people participate is that people can find others who share their focus and run with it. The beauty of connectedness is that many of us stay connected throughout the year. Pragmatically, I can see those connections being able to get to the meat of (what I think!) you’re saying. Factoring in the reality that at this point most (many?) of us are decompressing from the school year, I am not sure how “heavy” we want/need/can get. I use CLMOOC as seeds for futher study in many MANY cases. You all inspire me thoughout the year. And I think about concepts from prior CLMOOCs all the time.

  2. I really like using the term “arc of ____”. Scaffolding (lesson plans/curricula/syllabi) and play (game sandbox/improv/safe ‘fail’ space) seem to be on opposite ends of the arc of whatever it is teachers are supposed to do, but wouldn’t it be wonderful if instead of a damned Likert Scale we were on a Moebius strip. Such a happy morph. My prolixity (and that is a grand word | is almost always a product of the scaffolding teacher in me wanting to make sure folks get the process as well as the product. Occupational hazard.

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