SPACE

1.          In what type of space does this situation occur? (Public, private, semi-public?)

I can choose private or public.  I read it at home: private space.

Semi-public

2.          Who has access to this space?

Me, my family, visitors. Over the course of reading this book, there were only family members present.

Me and the students registered for class only.  Visitors may come, but only with permission.

3.          What conditions limit the access of persons to this space?

My choice, my family members choices.

Being a student at WCSU and registered for this course.

4.          Who controls the access of persons to this space?

I and my wife have ultimate control; the kids have limited control.

Registrar has control, but must register eligible students, so they have control over their presence, assuming they meet the requirements.

5.          Who controls the environmental conditions within this space (e.g., temperature, lighting, furniture, etc.)?

Same as 4

Maintenance and whoever decides on what goes in the classroom. I can control the seat placement and some furniture, use of the technology.

6.          Who or what regulates movement within the space?  Into and out of the space?

Same as 4

Informal rules of time; students may leave for about 4 minutes during the tape.  I can leave for longer periods.

7.          What are the norms for spatial behavior within this space (e.g., how do people hold their bodies, organize their possessions, arrange their faces, move, sit, stand, walk, etc.)?

I read it lying on couch, in reclining chair, and lying in bed.  I used comfortable place - - did not use  kitchen chairs or desk chair.

Standard informal rules for classroom sitting.  Posture of “paying attention;”  when not looking at screen, supposed to look like concentrating on listening.

8.          Are there clear cut boundaries between the front regions and the back regions on this space?  Do they shift or are they fixed?  Where are they? 

This performance does not appear to have a back region.  That is, there is no role maintenance for role of “reader.” (The audience is me, to some extent the family members but I did no "rehearsal" or practice for this role.

The back region for my role as “professor” varies and shifts:  office, home, car, etc.

9.          How is the overall space bounded?  Are the boundaries fixed or flexible?  Are they permeable (can others see/hear into the space; can others enter it)?

There are no boundaries at all to this performance.  Any family members can see it; performance would stop if other than a family member enters.

Fixed:  classroom, permeated by door for passersby.

10.       What objects help to define this situation? 

Regular home furnishings.

Regular classroom furnishings.

11.       Who has access to the objects in this situation?  Under what conditions?

Same as 4, except for the book itself, which no one else is allowed to touch unless I put it sown. If I put it down inverted and opened to a particular page, the rules say that anyone who touches it must preserve the page it's opened to (other may not close the book).

I control use of objects that stay in classroom.  Students control objects they bring.  We may not touch each other’s objects without permission.

12.       How are persons oriented to one another in space (e.g., positions, distance)?

Solo performance.

Class arrangement according to my positioning of chairs.

13.       What are the rules for personal distance and for touching?

Regular family rules if other members are present.

Regular social distance:  usually no closer than 3 feet in front; 2 feet to the side; no touching.

TIME

1.What are the temporal boundaries of this situation?

Highly variable, but I need 2-3 (non-continuous) hours.

About 50 minutes.

2.Are the boundaries fixed or flexible?

Flexible, although the rule is that I have to read at least one chapter at a time, less would break an informal rule.

Fixed

3.Are they formally or informally marked?  Clearly marked?

Marked by opening the book, closing the book.  Clear.

Marked by starting the taope and turning it off.  Clear.

4.Who controls the organization of time?

Me, although I can be interrupted by any family member or the phone. My wife will apologize for interrupting; the kids will not.

Me, more than students. Students have limited control by feedback behavior.

5.Who or what controls the pace of events?

Me, plus interruptions of family members and life.

Me.

6.Who or what organizes the order of events?

I control reading times, but Postman controls the order if events in the book.

The videotape.

7.Are events diffused or displaced point?

Highly diffused.

Displaced, but hardly applicable.

8.Is the environment monochronic or polychronic?

Monochronic.

Not sure – I think monochromatic but may not be for students.

ROLES

1.          Who are the various players in this situation?

Reader (me,)  Postman (as book). 

Professor, students, Postman as tape.

2.          How are the players organized or aligned? (Are there different teams, how are they organized, under what conditions do players shift teams?)

By me.  Team of one, or two if you count the book as a player.

There are 2 possible:  One team of class (all of us); Two teams of Prof and Students.  Students may form other sub teams.

3.          Is there a functional role for each player/team?

Reader.

Teacher/students.

4.          Is there a psychological role for each player/team?

Yes, based on personal relationship with author.  Also as scholar/reader.

Not sure – validation as Prof; as student?

5.          What is the hierarchical position of each player/team?

Book is “higher” status than me.

Tape is highest (if you consider it a player), then Prof; then students.  Student hierarchy probably perceived differently by me and each of them.

6.          Are roles formal/informal, are they fixed or flexible?

Both: formal role as reader, informal role as critic.  Fixed?

Both:  formal roles of Prof and Students; informal adjustments of these roles.  Flexible.

7.          How are different roles communicated.

An observer could tell who the reader is:  the one holding the book.

An observer would not necessarily be able to tell roles during the viewing, but might guess based on apparent age.

8.          How is power and authority distributed in this situation?  Who controls space, time, conditions, symbols systems, technology, interaction patterns, content, entry/exit, behavior?

See 4 in section 1.

Mostly the regular informal rules of social classroom behavior.  I control technology, MORE

PRESENTATIONS AND TRANSACTIONS

1.          What are the rules for dress in this situation?

Regular home rules:  wide variation from bathrobe to outside clothes; but never dressed up.

Regular social rules:  wide range from very casual to casual business attire.  Never dressed up.

2.          What are the rules for personal demeanor, including posture, handling of objects, auto involvement, makeup, etc.

Must recline or at least lean back.  May not sit in a straight backed chair.  Otherwise, motionless. I drank coffee while reading this book. I didn't eat, although I could have.

Regular social rules of classroom behavior apply.  May lean back, may write; may not phone or sleep.

3.          What is the dominant medium (or media) through which messages are exchanged?

Print.

Audio.  (There is video, but it is not important to messages). Students probably disagree with this.

4.          What are the rules for linguistic messages?  What are the restrictions…

Book must maintain scholarly tone. 

Postman must maintain scholarly tone.

5.          What are the rules for non-verbal messages …

There are no non-verbal messages in this case, unless I count the font teh book is printed in.

Postman’s non-verbal messages may be widely interpreted, from “cute” to “arrogant” to “pompous.” (?) 

6.          Are rules 1-5 above different for different players?  Is this expressed formally or informally?

No

Non verbal messages of students?  Me?  Show interest or disinterest.

7.          What are the rules for engagements?  Which players may engage, how, what are the markers for engagements?  Which players may not engage?

See Time # 4. Others are allowed to interrupt. I am allowed to be mad if it's one of my kids and say "can't you see I'm reading?" to which the kid will say "sorry."

NA

8.          What are the rules for transactional patterns?  Who engages whom, in what order, who or what regulates the exchange order?

I regulate transaction with the book.

Once the tape starts, only momentary transactions are allowed (up to 5-10 seconds).  Anyone may do this.

9.          What symbol system/technology is used?  Who has access to it and who does not?

Print.  I have access.  No special equipment is needed - I know how to read.

VCR.  I have access.  Special equipment is necessary.

METAPHORS

1.          What metaphors seem to underlie the structure of this situation?  What is the "definition of the situation?"

1) I am like  a student; 

 2)I am a critic and a scholar.

School is a metaphor for itself?

2.          What are the clues to these metaphors?

Internal – my reactions of learning and forming a critique.  External -- Writing comments in margins and on pad about book.

Students who accept metaphor:  take out student objects (pens, notebooks, text); look interested, write notes.

3.          Are different players operating under different metaphors?  If so, do the coexist peacefully or do they clash?

Roles of student and critic clash sometimes, as when one role challenges the right to disagree with the text.

Yes, students vary in acceptance of metaphor and student behavior indicating another metaphor operating, (but what is it?)