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Bibliography by Arielle Tai

Page history last edited by PBworks 14 years, 11 months ago

Annotated Bibliography Assignment


By [Arielle Tai], [Poetry Interpretation]


1. Cavanaugh, Kim. Macromedia Dreamweaver 8 Visual Encyclopedia : [Your Visual A to Z Reference]. Hoboken, N.J. : Wiley ; Chichester : John Wiley [distributor], 2006.


Our team has decided to utilise the program Adobe Dreamweaver for one of the ideas we brainstormed. Background information: it is a web development application that supports JavaScript and CSS, amongst other web technologies. It allows users to create webpages and sites even if they are not adept at HTML coding. This encyclopedia is especially useful for individuals like myself who have not had any, or much, experience with the program, as it provides (as the title suggests) full-colour visual aids to accompany what its pages attempt to explain. The book is broken down into two parts: the first shows the reader all the tools that Dreamweaver 8 (the 2005 version of the program – there is a more recent 2007 version but we are not using it) has and how to use them. The second gives the reader clear and concise instructions on how to perform the 140+ tasks and techniques the program is capable of e.g. site set-up, text formatting, working with Flash® and developing special effects. For easy reference the book is also categorized alphabetically. This book was chosen for two reasons: because it will help me better understand the program when I use it, and because our team might decide to adopt aspects of its approach as an instructional guide should we decide to go with our second brainstorm idea. 

2. Gaskins, Paul A. and Matthew McLean. Poetry for Dummies. California: Wilbur Publishers, 1999.

The “For Dummies” series of books started in 1991 with DOS for Dummiesand are still at present straight-forward, step-by-step instructional guides for the everyday, average person attempting to learn a new skill or hobby. The topics covered by the series of guides range from general interests such as poetry to specialised skills such as software and technology. I managed to find a relevant section from the book Poetry for Dummies entitled “Mastering Three Steps to Interpreting Poetry”, online at http://www.dummies.com/WileyCDA/DummiesArticle/Mastering-Three-Steps-to-Interpreting-Poetry.id-1746.html. I chose to include this as a research item because our team is still at present considering our second brainstorm idea, which is to use our team project as an instructional tool for others to understand the different ways in which poetry can be approached and interpreted. As such I wanted to see how these widely-consulted books handled it. The approach suggested by the authors is to interpret a poem in the same way you would anything else. The three steps in brief that they recommend are:  a) understand the explicit, literal meaning b) consider what's implied, unsaid or suggested (by asking attentive questions about the poem) c) build an interpretation based on your speculations about what's implied.


3. VG: Voices from the Gaps. Women Artists and Writers of Colour, An International Website.Regents of the University of Minnesota, 2006. University of Minnesota English Department. Accessed 10th Feb 2008. <http://voices.cla.umn.edu/>


VG is a collaborative project of two Liberal Arts departments at the University of Minnesota: the American Studies and English departments. It is truly collaborative in the sense that the material found on it has been authored by students and faculty of the University as well as students and scholars the world over. The purpose of the site is stated as such: “VG’s intent is to use new digital media to preserve and extend knowledge of art by women of colour”. The site allows the user to search for artist pages by name, genre, place of birth, significant dates and “axes of affiliation”. The user is then presented with “biographical, critical and bibliographical information” as well as “images and quotations pertinent to her (the artist’s) life and works” with links to other resources that could provide further information. There is an emphasis on North American minority women artists, the term branching out to include visual/performance artists as well as musicians and filmmakers. The site has recently included new forms of multimedia e.g. photo collages, sonic streams, video and digital files. It is easily navigable and the links are well organised and cross-linked across all the available pages. According to the founders of the website (which began in 1996), VG has been effectively used in classrooms nationwide as a teaching tool.

4. Kerne et al. combinFormation: An instance of Interface Ecology. Accessed 12th Feb 2008. <http://ecologylab.cs.tamu.edu/combinFormation/>


combinFormation is a “creativity support tool that integrates processes of searching, browsing, collecting, mixing, organizing, and thinking about information”. How it works is the user will feed a URL into the java-enabled working space of the tool. The tool’s generative agents can be told what the user is interested in with tools the user is provided with e.g. a simple scrolling system that allows the user to control the image to text ratio. The generative agent selects certain items from the webpage of the URL it is fed, and displays them around the edge of the working space. These items can be clicked and dragged around the space, with the text format and image size and translucency manipulated. All items can also be deleted from the space. What results is a collage of ideas as created, specified, generated and designed by the individual. The creators of combinFormation state that these “images and text engage complementary cognitive subsystems. Each collection of information resources is represented as a connected whole. This promotes information discovery, the emergence of new ideas in the context of information. Temporal visual composition generates a continuously evolving informationscape.”


5. Lerner, Arthur. “Poetry Therapy.” The American Journal of Nursing. 73.8 (1973): 1336-1338

This journal article aptly exemplifies the impact poetry has by describing a form of psychotherapy known as poetry therapy. According to the article, reading and enjoying poetry may allow the reader to get in touch with his/her feelings and emotions and be able to work with them. This is a relatively dated article so there are mentions of the need for further research and elaboration in this field. The information not yet gleaned at the time of this article’s writing may since have been discovered e.g. its pros and cons, or what type of individual makes the best kind of poetry therapist.  The article presents the reader with some cases, including one 36 year old patient who admitted to feelings of guilt as she considered herself an imperfect mother. Following poetry therapy sessions, in which it was recommended that the patient’s nurse read poetry to her, she discovered her flair for writing and began expressing her feelings through poetry which she eventually performed for her family at a poetry therapy session. Overall the article presents a strong case for the emotional experience that poetry can engage individuals in, and its therapeutic/cathartic properties.


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