“Building a Place for Multimedia Studies in the
Humanities”
Andrew
Mactavish
Humanities Computing Centre McMaster
University
mactavis@mcmaster.ca
Joanne
Buckley
Geoffrey
M.
Rockwell
Department of Modern Languages McMaster
University
grockwel@mcmaster.ca
Does multimedia as a discipline of study fit within the academic model of a
traditional humanities faculty? Or do multimedia programmes belong in
computer science departments and technical colleges where technological
skill is usually highlighted over critical inquiry? Recently, these
questions were the topic of faculty-wide debate at McMaster University in
Hamilton, Ontario, where a small group of humanities-computing faculty
brought forward a proposal for a new B.A. Combined Honours in Multimedia.
The road to approval raised important issues about how the humanities
envisions multimedia and how it can accommodate the new forms of creative
endeavour made possible by the electronic combination of multiple media.
In this paper, we raise the question of how to build a place for multimedia
in the humanities. We will begin by giving a history of our degree proposal
and mapping out the process of approval, including the opposition we faced
and the responses we developed in our evaluation and promotion of multimedia
as an appropriate and justifiable course of study in the humanities. We will
use our practical experience as a base upon which to theorize on matters of
legitimacy, technical skill vs. critical skill, and the more general problem
of placing multimedia in the humanities.
The major parts of this paper are:
- 1. A short history of humanities computing at McMaster University.
- 2. The rationale for a B.A. in Multimedia and an outline of the program proposal, including a handout with course outlines.
- 3. An analysis of the approval process, including the nature of the opposition we faced and our strategies for positive engagement with these challenges.
- 4. A discussion of the theoretical issues arising from making a place for multimedia in the Humanities.
A Short History of Humanities Computing at McMaster University
Humanities computing at McMaster officially began with the founding of the Humanities Computing Centre (HCC) in 1986 and with the establishment of an Assistant to the Dean (Computing). In 1994, Geoffrey Rockwell became the new Assistant to the Dean (Computing), a position he holds to this day. McMaster's first humanities computing course (Introduction to Computing in the Humanities) was taught in 1995. The Humanities Communications Centre--an extension of the HCC--was opened in December of 1996. A group of new courses in the area of multimedia design was introduced in 1998 and a new faculty appointment was made at that time to teach them. To support the new BA programme, we have added 14 new courses in multimedia and we are hiring new faculty and technical staff.Programme Rationale
As multimedia spreads as a viable and popular form of communication and entertainment, it becomes all the more important that universities study it and empower students with the knowledge of it. As J. Hillis Miller points out, students and scholars of "this new generation have been to a considerable degree formed by a new visual and aural 'culture'," which increasingly includes multimedia-based artefacts.° Since the humanities traditionally studies communication and representation, whether in the form of fiction, language, philosophy, history, music, or the visual arts, it makes sense to include multimedia in humanities' course offerings. If multimedia is to be a legitimate area of study in the humanities, however, we must envision it as a field of inquiry that includes both the production and critical analysis of multimedia artefacts. It follows that teaching multimedia in the humanities means teaching students more than how to use the tools. We also need to teach them how to be critical of multimedia, both in its particular instances and in its larger social context. In other words, to address what Willard McCarty calls the "urgent need for a critical understanding of the new medium," we need to combine the technical, the creative, and the analytical.° Students whose strengths span these skills will graduate with a balanced knowledge and appreciation of multimedia and, therefore, will stand the best chance of success in their post-degree endeavors.Programme Outline: Interdisciplinarity
At this point, we will outline the program design, including the core set of multimedia courses. Copies of the course descriptions will be available for attendees. We designed the programme's courses to fit and enhance traditional humanities programmes offered at McMaster. We build upon the textual disciplines by offering courses on hypertext and electronic texts; we build upon the visual arts by offering courses in graphics and digital video; we build upon drama by offering courses in animation and the design of space; and we build upon music by offering courses in audio and electronic music. Our decision to adopt a Combined Honours format, where students must complete an Honours degree in Multimedia and another subject in the humanities or social sciences, reflects what we believe to be the interdisciplinary nature of multimedia. Since multimedia involves combining artefacts in various media--artefacts that are the basis of study in disciplines across the humanities--it makes sense to promote an interdisciplinary approach. So, we ask students to combine their study of multimedia with another subject area. One benefit of this approach is that we will not compete with other departments in our faculty. On the contrary, we hope to attract new students to McMaster who would otherwise attend post-secondary institutions elsewhere.The Approval Process: Budgets and Balances
Bringing the proposal through the approval process not only meant securing financial support, but it also meant negotiating a route through faculty assumptions about the technical and the analytical. Finding money is one thing, but challenging notions of humanities scholarship can be just as demanding.- a) Budgeting
Here we will describe our experience seeking government and industry support and the importance of preparing a detailed and thorough budget. This section will end with a short discussion of long-term budgeting and the presentation of a budget checklist. - b) Internal Support
While industry and government were attracted by the potential employability of our programme's graduates, members of our own faculty distrusted what they perceived to be an over-emphasis on technology and employability. Even after reviewing updated versions of the proposal that stressed the programme's commitment to the traditional elements of humanities scholarship, some colleagues still wondered why an arts faculty should support what they assumed belongs in a technical college. It is as if there was an instinctive distrust of technology and employability.