Score One for the Professor & Technology

Okay…up until this point in this course I have found myself trying to balance between the theoretical and the practical tangible applications of how technology can help me in the field of Art History.  Or even more, how can I apply the CLIO course to my future as an Art Historian.  As each week progresses I found myself trying to intellectually conceptualize the pros of how technology can change the discipline of history for the better and the previous weeks have left me struggling.  Nevertheless, this week the light has come on!

At the risk of being a “kiss up” student, this week’s reading is persuading me towards the technology side.  After reading The Aporetic blog, it appears there are practical applications that are convincing to even a non-believer like me.  There is no doubt that the Internet allows for blogs or websites to encourage interaction.  In the blog’s post dated October 19, 2013 and titled, “Googling Peer Review,” the author reveals in the simplest format the effectiveness of cyberspace.  By employing the links function the author—our professor—connects the reader to the evidence used for support.  For example, when Rob Townsend is referenced, the reader can click the link then locate the article or when “crowd sourcing” is discussed.  These types of examples are nothing new in websites or blogs, nonetheless, they identify a positive use of technology that surpasses printing.

Rather than being footnoted at the bottom of an article, the link for Townsend’s article allows for readers to instantly access the article in a click.  Readers are active participants while reading the article.  Not just to find small informational bites, but gain better understanding about the author’s argument.  Whereas, published articles or texts only list the references and readers then have to do the research on their own to locate and read the texts.  Additionally, the link to “crowd sourcing” was the most impressive to me because my knowledge about the subject is limited, I was happily surprised to click the words and be directed to a Wikipedia page with an overall definition.   When I do not a word or understand a particular concept I am always searching for a definition or clarifying a concept, the author had the foresight to see what might need clarification and prepared the link in advance. (Now, if I were a techno-savy individual I would include links here to connect the reader to my examples within the blog, but alas, I am still too much of a novice to do so….sorry.)

One of the arguments from “Googling Peer Review” is the need to look at technology as a “new frame for a familiar topic” and that evidence can be seen “lying in plain sight in a new way.”   I would argue, that today’s blog posts for our lecture discussion, the link function in the article does exactly that, it creates a framework to teach a topic and allow for evidence to be viewed in a new accessible format.  Technology can surpass the current publishing or writing practices because it allows for evidence from a familiar topic to be seen in a new accessible way.  It allows for readers to be active participants by utilizing functioning footnotes. And it permits an author to clarify a potentially confusing topic or argument point by linking the readers to the subject rather than having to spend more composing space within the article.

The Squeaky Wheel Gets Greased

Strangely enough, just a week ago my family, while playing a card game, were discussing different Disney movies and which were their favorite or least favorite.  One of my least favorite is Pocahontas.  The Disney animators created Pocahontas as a stereotypical heroine with the perfect female figure, tall with long slim legs, voluptuous breasts, small-waisted with long hair constantly blowing in the wind.  Whereas, her sidekick best friend is an androgynous girl with short bobbed hair.  It appears that by Disney standards, only girls with an ideal female image can be a heroine and that my beautiful 5’2″ blond blue-eyed petite daughter does not have chance because she does not fit the mold.

I digress, but there is no doubt, Disney has borrowed from history to create their “own” version of history for years to create a virtually untouchable empire.   Reinforcing the adage “there are no new ideas” only ideas remade ideas.  Lawrence Lessig uses Disney as an example of how a powerhouse corporation has been able to control and protect their creative products in his book Free Culture.  Using Disney as a backdrop, Lessig discusses one of his biggest issues with copyright laws is the current trend for creating legislation is the “who” has the ability to control the laws and how they obtain the control.

As a budding art historian, I am always interested when doing any research about a particular object what evidence an author uses and how they choose to negotiate the evidence to support their argument.  Reading Lessig’s book it is clear he is enlisting assistance from the masses by the examples he chooses to defend his claims, four that stand out to me are Disney, his thesis, blogging and AIDS.

As previously mentioned, Lessig uses Disney as his opening example of how pirating ideas is nothing new.   By using Disney he identifies a corporation that is a household name, has a beloved character and is a company that has the power to control their medium.  Lessig reveals that Mickey’s original character was a purposefully stolen idea. (23) He also reinforces his notion about “commercial creativity” laws were originally focused on the rights of individuals, but now it focuses on a “protectionism” that if to “protect certain forms of business.” (8-9)

Lessig states at his introduction that his book is not about the effect of the Internet, but instead it goes deeper it is about “an effect upon how culture is made.” (7) He continues by asserting, “that the Internet has induced an important and unrecognized change in that process.  That change will radically transform a tradition that is old as the Republic itself.” (7) Lessig is claiming that how copyright laws are being made are counter to how our nation was created.  A few pages later he argues further that “to build upon or critique the culture around us one must ask, Oliver Twist-like, for permission first.  Permission is, of course, often granted—but is not often granted to the critical or the independent.  We have built a kind of cultural nobility, those within the noble class live easily; those outside it don’t.  But it is nobility of any form that is alien to our tradition.” (11) In other words, Lessig is identifying the current trend that lawmakers are catering to a commercial nobility, like the Disney’s or RCA’s, who have the means to manipulate legislation for their corporate needs without regard to the smaller creative companies, that this is counter to how our nation was originally created and this process should be rectified.

Another example Lessig uses are blogs.  Blogs, in his opinion, is a medium that can be a method to create a balanced democracy for the freedom speech.  He argues that it is difficult to blog an opinion on public issues without having a counter opinion.   The counter opinions can assist in creating balanced ideas or reveal an equitable truth.  Because as Lessig claims, it is easy to be “wrong or misguided” in your head, but even more difficult “when the product of your mind can be criticized by others” because you have taken the time to compose your thoughts in an open forum. (45) Continuing he states that it is even harder to for people to ignore if there ideas are proven wrong in writing, that the writing of “ideas, arguments, and criticism” in blogs in the end “improves democracy.” (45)

An underlining theme in Lessig’s book is that to make a difference in the development of copyright laws the ordinary masses need to get involved in the democratic process to create balanced policies.  As of right now, large corporations have control because of their lobbying power.  While reading the book it took me back to the only thing I remember from an undergraduate political science course I took several years ago that outlined how legislation is being created today—it is by the “squeaky” wheel or the lobbyist interest group who is willing to put in the most money and make the most noise to get their needs met.   Lessig gives a compelling argument of how we—the parents, teachers, librarians, creators, authors, musicians, filmmakers, scientists—need to be noisy to make changes. (275) That because copyright laws are currently being created by the “noisiest” individuals or the wealthiest—those that whose power and money can make a difference.

There is no doubt that Lessig is an engaging author.  The examples he uses to support his argument are carefully constructed to engross his readers.  He begins talking about some of the most influential creators in our nation’s history, the Wright Brothers, Thomas Edison and Alexander Graham Bell.  Then he discusses a fairly unknown inventor the FM radio waves, Edwin Howard Armstrong.  Lessig uses Armstrong to illustrate how a large corporation, RCA, can squelch an individual by its use of power and money. (3-7)  As a reader, I was immediately drawn into the book.  Following Lessig’s argument was engrossing because of how negotiated his examples to support his claims and I found myself the more I read the more I was on his side.  That is, until the very end, where he chose to compare legislation for AIDS medication for Africa to copyright laws.  Every good argument needs to build to a highpoint, but there is a point where it is too much.  It at this point in the book where I wanted to say, “Lawrence, dude, breath!  It will be okay!”

As Lessig spends his book arguing for an equitable use of power in our democratic process, it is just as important to balance an argument to keep it convincing.  Comparing Armstrong and RCA adds to the credibility of Lessig’s argument.  Even his points about Disney’s control and blogging allows for accessible tangible evidence for his thesis, however, unfortunately, his use of the AIDS legislation feels too contrived, too extreme, to agree completely with his argument.  Not that I am an expert in argument development, but there is a point where an author needs to be balanced in their argument.  How can one really compare helping a country get AIDS medication to copyright law making?  Lessig ends the section where he discusses this by stating, “We have lost the critical eye that helps us see the difference between truth and extremism.” (261) It is also important, as an author, not to lose a “critical eye” in an argument if you want to ensure your audience will support all your claims.

The Metropolitan Museum of Art

Website Analysis:

The Metropolitan Museum of Art

  • This is the official website for The Metropolitan Museum of Art.  The website originated on June 1st, 2005 and was most recently updated May 31st, 2013.
  • The museum claims authorship, however an outside New York based website company, Cogapp, designed the  website.  Their mission statement states that their “aim is to produce work that is well-conceived and beautifully executed; work that will enrich the lives of the people who use it and create exceptional long-term value for our clients” and create “user-centered designs” that is in-house tested to enhance the overall product for their customers.  Other of their clients include, The British Museum, BBC, MoMA, Manchester United and Prudential.
  • Funding is private, coming from the Museum itself.
  • It is an archival website with closed data.
  • Mission statement (updated from its original founding on April 13, 1870) from the Trustees of the Metropolitan Museum of Art state (The Met), “The mission of The Metropolitan Museum of Art is to collect, preserve, study, exhibit, and stimulate appreciation for and advance knowledge of works of art that collectively represent the broadest spectrum of human achievement at the highest level of quality, all in the service of the public and in accordance with the highest professional standards.”
  • Their users basically include anyone who is interested in the museum, from visitors, researchers, educators, to donors and staff.

On the whole, the website is an informational tool for the museum with a historical component and research capabilities.  As with most museum websites, it is an information guide that has the ability to attract visitors and help educate them on the museum.  It advertises current and future exhibits while highlighting their collections. Although these components are a helpful tool for the museum, the course assignment is to investigate a historical website and for my analysis I will be concentrating on the website’s research capabilities.  When I read the mission statement, which is more for the museum as a whole and not solely for the website, I found that key words and phrases are worth emphasizing because they express how the statement applies to the website and allows my to outline my analysis; “study” and “exhibit” demonstrate the website’s research capabilities.  The Museum’s Director and CEO’s blog assist in their goal to “stimulate appreciation.” And because the user is the main focus of website the website demonstrates their commitment to the “highest level of quality,” “all in the service of the public” and “in accordance with the highest professional standards.” 

Study:  For the analysis, I will concentrate on the tabs: Collections, Learn or Research tabs.  Each section is well-defined with clear search options.  For example, under Collections, the option to search Galleries is available where the viewer can click on an exhibit number.  Once the room number is clicked, a visual of the space appears with Gallery information of the space, Interactive Map of the museum to allow the viewer to locate themselves in the museum and highlighted works in the Gallery Highlights.  When the image is clicked on from the gallery, immediately the title of the object appears, its original date, accession number, type of medium, size, multiple views of the object, description and options to view similar objects.  Additionally there are links to related content to the particular object that include Artworks, Exhibits and Events and a Timeline of Art History.

The Learn tab focuses on topics divided by all ages spanning from Kids, Teens, Adults, College Students to Educators.  Each section is geared to specific age groups.  For Educators, links connect to additional Resources, Lesson Plans and Curriculum Resources.  Clicking on Lesson Plans allows for viewers to both browse highlighted plans or research by subject area, grade, collection or theme utilizing the link Find an Educator Resource.  Clicking on Art and Empire-The Ottoman Court, for example, gives a teacher an image, information detail, the lesson plan goal, questions for viewing, activities, resources and specific objects in Museum’s collection related to the topic.

Exhibit:  Utilizing the Collections tab allows for viewers to Browse Highlights, Search the Collections, Galleries, New Installations, Recent Acquistions, Connections, 82nd & Fifth and Heilbrunn Timeline of Art History.  For research purposes the Collections tab is an ideal example how detailed the website interacts.  Once the link is clicked there is an option for Search the Collections with options of Show only artworks on display or Show only artworks with images.  To further narrow the search five tabs are available then when clicked have further detail information for choices, Who (search by artist, maker and culture), What (search for material or method), Where (search by geographic locations), When (search for era or date of art), In the Museum (search by department in the museum).

Stimulate Appreciation: One interesting component to the website is on the museum’s About the Museum link.  Here one can read the Director and CEO of the museum’s Blog.

Overall, I this website truly demonstrates what the museum professes as the “highest level or quality.”  The only criticism I have about the website is how the museum is constantly trying to enlist membership.  When a person Googles The Metropolitan Museum of Art, immediately there is a paid ad for the museum.  Clicking on the link takes the viewing directly to the membership page and you cannot bypass it.  Instead, you have to try back out of the site to find the Home Page.  However, in general,  as a “service of the public” it is clear that the website user is at the core of its development.  The website easy to navigate and simple to negotiate whether a person is a pro or inexperienced.  When thinking about doing the website analysis project, it intimidated me, because as a non-techie person, I hardly thought I would be able to find a website, browse it critically, find what works versus what doesn’t, how it is effective versus what needs improvement.  Enlisting my husband’s help was my first step because I knew I was going to struggle with navigating the site.  But since the entire website meets the “highest professional standards” the project ended up being an enjoyable experience.  After an hour, my husband left me to myself, because, in the end, I did not need his help.  Although the website uses closed data from the museum collections, at every level I investigated, I found the website and its tools to be well-defined, clear, concise and with the ability to connect plus interact with almost every aspect of the website’s data.   Not only is The Met one of my favorite museums, this website has ensured that I will definitely begin to do research on particular objects on this website before making my visit.