SPQR app review in CO

With apologies to the good folks a Classical Outlook (the journal of the American Classical League), I wanted to make more widely available Sharon Kazmierki’s favorable review of Paul Hudson’s SPQR app for iPad in the latest issue (print only). We need more reviews of apps and other digital resources by experienced teachers and scholars like Sharon. Paul lives in Bath, England, and is not a subscriber to CO, so this is partly for his benefit, but also for anyone interested. Paul has plans to include some DCC content in SPQR in future. He is a great example of an app developer who is an active part of the community he is trying digitally to serve, so I wanted to support his good work. Sorry about the coaster in the shot . . .

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Conventiculum Dickinsoniense 2014


Rush statue Mary Lou BurkeCONVENTICULUM DICKINSONIENSE     July 7-13, 2014               

            

The Conventiculum Dickinsoniense is an immersion seminar in active Latin. It is specifically designed for all cultivators of Latin who wish to gain some ability to express themselves ex-tempore in correct Latin. A wide range of people can benefit from the seminar: professors in universities, teachers in secondary schools, graduate students, undergraduates, and other lovers of Latin, provided that anyone who considers applying has a solid understanding of the grammatical essentials of the Latin language. A minimum requirement for participation is knowledge of Latin grammar and the ability to read a Latin text of average complexity, even if using a dictionary often.  But no previous experience in speaking Latin is necessary. Sessions will be aimed at helping participants to increase their ability to use Latin effectively in spoken discourse and to understand others speaking in Latin. After the first evening reception (in which any language may be spoken),  Latin will be the language used throughout the seminar. Participants will be involved in intensive activity each day from morning until early evening (with breaks for lunch and mid-afternoon pauses). They will experience Latin conversations on topics ranging from themes in literature and art all the way to the routines and activities of daily life, and will enjoy the benefits of reading and discussing texts in the target language. Activities will involve both written and spoken discourse, both of which engage the active faculties of expression, and each of which is complementary to the other. The seminar will not merely illustrate how active Latin can be a useful tool for teachers, it will show how developing an active facility in Latin can directly and personally benefit any cultivator of Latin who wishes to acquire a more instinctive command of the language and a more intimate relationship with Latin writings.

Moderators:

Prof. Milena Minkova, University of Kentucky

Prof. Terence Tunberg, University of Kentucky

We can accept a maximum number of 40 participants. Deadline for applications is May 1, 2014. The participation fee for each participant will $300. The fee includes lodging in a single room in campus housing (and please note that lodging will be in a student residence near the site of the sessions), two meals (breakfast and lunch) per day, as well as the opening dinner, and a special cookout at the Dickinson farm for one night. That also covers the facilities fee, which allows access to the gym, fitness center, and the library, as well as internet access. The $300 fee does not include the cost of dinners (except for the opening dinner and the cookout at the Dickinson farm), and does not include the cost of travel to and from the seminar. Dinners can easily be had at restaurants within walking distance from campus.  Please keep in mind that the participation fee of $300, once it has been received by the seminar’s organizers, is not refundable.  This is an administrative necessity. 

For more information and application instructions write to:

Professor Terence Tunberg /

email: terence.tunberg@gmail.com

photo: Mary Lou Burke via flickr

Dickinson Summer Latin Workshop 2014

Cur Quaeris Quietem bookplateDickinson Summer Latin Workshop

July 13-19, 2014

The Dickinson Summer Latin Workshop is intended for teachers of Latin, as a way to refresh the mind through study of an extended Latin text, and to share experiences and ideas with Latinists and teachers. Sometimes those who are not currently engaged in teaching have participated as well, including retired teachers and those working towards teacher certification.

In 2014 we will read selections from Lucretius’ De rerum natura.

In a sometimes lyrical, sometimes argumentative style, Lucretius argues that all matter is composed of atoms, and describes their movements (Books 1 and 2). He says that the soul itself is made of atoms, and is therefore mortal, and thus that we should not fear death (Book 3). He discusses the theory of sense perception and emotion (Book 4), of cosmology and the origin of culture, and argues that the world is not divinely made and governed and that the gods are not to be feared (Books 5 and 6). Throughout, Lucretius’ goals are both scientific and therapeutic.

Moderators:

Christopher Francese (Dickinson College)

Wells Hansen (Assistant Editor, Amphora, formerly of Milton Academy)

Participants must have a firm grasp of the basics of Latin grammar and a solid working vocabulary. But we aim at a mixture of levels and experience.

Deadline for applications is May 1, 2014. The participation fee for each participant will $300. The fee covers lodging, three meals per day, the facilities fee, which allows access to the gym, fitness center, and the library, as well as wireless and wired internet access while on campus. The $300 fee does not cover the costs of books or travel. The recommended book is W.E. Leonard and S.B. Smith, The Latin Text of Lucretius (Madison: University of Wisconsin Press, 1942). Please keep in mind that the participation fee of $300, once it has been received by the seminar’s organizers, is not refundable. This is an administrative necessity.

Lodging: accommodations will be in a student residence hall near the site of the sessions. The building features suite-style configurations of two double rooms sharing a private bathroom, or one double and one single room sharing a private bathroom.

The first event will be an introductory dinner at 6:00 p.m., Sunday, July 13. The final session ends at noon on Saturday, July 19, with lunch to follow. Sessions will meet from 8:30 a.m. to 12:00 p.m. each day, with the afternoons left free for preparation.

TO APPLY: please contact Mrs. Terri Blumenthal, blumentt@dickinson.edu by the application deadline May 1, 2014. The fee for 2014 is $300, due in a check made out to Dickinson College, by the fee deadline June 1, 2014.

For more information please contact Prof. Chris Francese (francese@dickinson.edu).

2013 Roberts Lectures and Concert

Roberts Lecture 16th Annual Poster P1There is a stellar line up for this year’s Roberts Lectures. The subject is charismatic leadership in democratic societies. The featured speaker is Greek historian Jay Samons, possessed of no mean charisma himself, and his colleague from Boston University, early American historian Brendan McConville, who will provide a view from the age of the American founding fathers. The respondent for the Saturday lecture is historian Ted Lendon from the University of Virginia. The discussion promises to be a lively one. As always, the Friday lecture is intended for a more general audience, and the Saturday lecture to present new research. A concert follows the Saturday event. All are welcome to all events, and we hope to see you there. Please contact Marc Mastrangelo for further information (mastrang@dickinson.edu).

Friday October 4, 2013, 4:30 p.m. Stern Center Great Room, Dickinson College

J. Loren Samons and Brendan McConville (both of Boston University): “The Dangers of a First Citizen: Ancient & Modern.”

Beginning with the example of fifth century Athens, Professor Samons and Professor McConville will discuss the dangers of a charismatic, idealistic leader in a democratic environment. Questions for discussion and debate will include how the American founders reacted to examples like Pericles and how they sought to avoid the same thing happening in the U.S.

Saturday, October 5, 2013, 2:00 p.m. Wiess Center for the Arts, Room 235, Dickinson College

J. Loren Samons (Boston University): “Pericles and Homer.” Respondent: J.E. Lendon (University of Virginia).

Based on controversial aspects of his new biography of the Athenian general and politician, Pericles, to be published by for Cambridge University Press, Prof. Samons will argue for a radical new understanding of Pericles’ relationship to Homeric ideals. This lecture is part of a whole that will be the first hostile biography of Pericles ever written in English.

 

A concert will directly follow the Saturday event, in Rubendall Recital Hall, Weiss Center for the Arts. Pianist Jennifer Blyth  (Dickinson College) will perform movements three and four of Charles Ives’ Piano Sonata No. 2 (“Concord Sonata”), and will be joined by fellow music-faculty members Michael Cameron (cello) and Elisabeth Stimpert (clarinet) and by the Peabody Institute’s Courtney Orlando (violin) to perform the 2004 Pulitzer Prize-winning Tempest Fantasy by Paul Moravec.

Neil Coffee on Digital Classics and Peer Review

Neil Coffee of the University at Buffalo sends along these comments on a recent post where I suggested that the APA might take the lead in organizing peer review of digital projects in classical studies. Neil is the director of the superb Tesserae Project, a freely available tool for detecting allusions in Greek and Latin literature, and one of the organizers of the Digital Classics Association conference that happened this past April.

Thanks to Chris for raising these issues, and Sam’s efforts as information architect are to be commended. There’s a lot to be said here, but I’ll limit myself to some remarks on peer review and mention of some further venues for dialogue.head shot of Neil Coffee in a jacket and tie

Digital_Humanities, a recent survey available free online, is helpful in providing the most specific standards for digital peer review I’ve seen. The section “How to Evaluate Digital Scholarship” (pages 128-129), includes the following:

Digital projects should be peer-reviewed by scholars in fields who are able to assess the project’s contribution to knowledge and situate it within the relevant intellectual landscape. Peer review can happen formally through letters of solicitation but can also be assessed through online forums, citations, and discussions in scholarly venues, by grants received from foundations and other sources of funding, and through public presentations of the project at conferences and symposia. (129)

The first Digital Classics Association conference in April 2013 did discuss peer review in a concluding session. One proposal was to explore whether the editors of BMCR would be interested in reviving a standalone Bryn Mawr Electronic Resources Review, or, if not, whether something similar could be established under other auspices. As it turns out, the editors of BMCR and the late Ross Scaife reflected in 2005 on the difficulty of finding qualified and interested reviewers. I don’t know how much the circumstances have changed, but it might be worth giving the idea fresh consideration.

Starting in January 2014, DCA will host a series of sessions at the APA / AIA that will report on ongoing research, but are also aimed at building a broader understanding of digital classics and associated issues. Proposed topics for future sessions are “Making Meaning from Data,” “Digital Resources for Teaching and Outreach,” and “Digital Classics and the Changing Profession.” The 2014 session, “Getting Started with Digital Classics,” is designed to introduce members to the current state of digital scholarship in classics. We are also planning a reception at the 2014 meetings to give a space for informal discussions. I invite readers of Chris’s blog to come to one or both of these events in Chicago and make their voices heard.

APA and Digital Publishing

American Philological Association logoAcademic professional associations are playing key roles in making sense of the changes being wrought upon intellectual life and academia by the advent of digital publishing and media. As gatekeepers and upholders of standards they inject important notes of critique and caution into the too often hype-filled world of digital humanities. And by pronouncing on such things as citation practices and evaluation techniques they can help everyone navigate in the quite uncharted waters in which we find ourselves. So every year I read with great interest the statements by the candidates for leadership positions in the American Philological Association. Here’s my short annual round-up of where things seem to be going, based on the candidates’ statements. For further background and context, see last year’s post.

At the moment, the APA has nothing like the Modern Language Association’s Guidelines for Evaluating Work in Digital Humanities and Digital Media. The American Historical Association has been proactively sponsoring discussions about digital methods in the research and teaching of history at its annual conference. This is not really happening at the APA either, so far. The focus for the APA  has been the building of some kind of online gateway or portal to knowledge about the classical world. A substantial amount of money was raised to make this happen. But the vision is still very much under negotiation.

Marilyn Skinner, a Latinist and candidate for APA President, puts it as follows:

With the Gateway Campaign concluded, designing and implementing the digital portal that was its primary objective is now the APA’s most immediate internal challenge. The recent establishment of a “Cabinet” to weigh strategic planning initiatives will be crucial for setting organizational policies. Studying, in collaboration with other academic societies, the feasibility of a Digital Latin Library Project giving access to all Latin texts presently available on the Internet is a welcome first practical step, because on-line availability of scholarly editions of ancient Greek and Roman primary sources is an essential need. The APA President and the Board of Directors must play major roles in furthering discussion of how this digital gateway is to be structured and what features will most greatly benefit all its users.

John Marincola, a Greek historian and the other candidate for President, sounds a note of caution regarding large digital initiatives:

As many have noted, the success of the capital campaign offers new opportunities for the APA; but it’s important to remember that the APA has only a small (if very dedicated) staff, and relies greatly on the work of its officers, committees, and members. So even with this new endowment, we need to proceed carefully with projects that make sense for an organization of our size. The current state of technological change mandates a flexible approach, since today’s innovations can be outdated two years hence. That means that we must be committed but nimble.

The key unresolved question is that of audience. Is the gateway to serve scholars, who want reliable textual editions (as Skinner says), or is it  for students, who want reliable but concise scholarly information about topics they are interested in? Marincola is undoubtedly right that in the long run the APA is just not staffed in a way that would allow it to make a better Perseus, or a better version of the classical articles in Wikipedia. 

What can the APA contribute? Probably not vast new reference works or digital tools. That’s Gregory Crane’s job, and he’s got some very exciting and well-funded new initiatives on the way. What the APA can contribute is something that digital humanities desperately needs: peer review. Solid, rigorous peer review is the something that digital projects need, that print publications have as a matter of course, and that consumers of digital projects would rely on to tell the wheat from the chaff. Only peer review will ensure  the long-term rise in quality of digital projects, and motivate scholars to spend time on open-access digital projects.

Yelena Baraz, a candidate for the Publications and Research Committee, seems to understand this:

On the one hand, it would be useful to produce a set of guidelines for members (to be updated regularly) about the status of various existing publishing venues. On the other hand, the committee may well wish to be proactive by drawing up a plan for the kinds of ventures, both digital and traditional, that it thinks should be promoted and by seeking out partnerships to help do so.

This seems to see digital publishing as analogous to print journal publishing, with “venues” that need to be monitored. But she’s got the right idea: quality control, guidance. Laurel Fulkerson, the other candidate for the Publications and Research Committee, while she acknowledges that “the world of publishing is changing, drastically,” is more inclined to try to find ways to safeguard the status of the traditional monograph.

At the same time, most authority figures in academia (e.g., tenure committees) remain attached to physical manifestations of research, and many of us like writing books, so it is imperative not to overanticipate the pace of change. To me, the discontinuation of the monograph series is regrettable, and, if it does not make sense to bring it back, I would be very interested in replacing it with a series whose scope is very clearly defined, and well-promoted.

Fulkerson is of course right that many of us like writing books. Me too! There’s no either/or proposition here. But the overwhelming preference for books among academics has a lot to do with the lack of regular channels of peer review for non-books, and the associated quality control, editing support, and prestige that go with that. When it come to the APA’s own journal, TAPA, she talks rather vaguely of “blending more traditional [journal articles] with more innovative ways of making scholarship available.” But to focus on the delivery method (paid print vs. open electronic) is to mistake the central role of the professional association: not to anticipate and manage publishing trends, but to foster networks of peer review for scholarship, no matter how it appears.

So what would I like to see? MLA-style guidelines, for sure. More talk at the national meetings, as with the AHA, definitely. But I think the best thing the APA could do is to create a digital brand, kind of like what Anvil Academic is trying to do more broadly in different humanities fields. No massive funding scheme needed, just a merry band of hard-nosed scholars willing to be honest about which digital projects are worthy to be issued under the APA name (whatever that name ends up being–a name change is also on the ballot).

Summer Accomplishments 2013

Dan Plekhov and Qingyu Wang sitting at table in book lined seminar room, smiling

Summer Research Assistants Qingyu Wang and Dan Plekhov, both of the Dickinson class of 2014, have just completed an eight week stint working on the Dickinson College Commentaries, and their accomplishments have been substantial.  Qingyu is a Computer Science and Economics major from Nanjing, China, and Dan is a Classical Studies and Archaeology major from Glen Rock, New Jersey. They were paid a stipend and given housing through the Christopher Roberts Fund for classical studies at Dickinson.

The first order of business was to create systematic linkages between DCC and Pleiades,

Pleiades screenshotvia the Pelagios Project. Pleiades is the main hub online for linked data about the geography of the ancient Mediterranean. More than a map or gazetteer, it is a platform for comprehensively linking data from disparate sources about ancient places. DCC is now one of many digital projects whose geographical data (in our case, notes about specific places mentioned in the texts we cover) is automatically fed into Pleiades. This magic happens through the Pelagios Project, which is a third party that funnels data into Pleiades so the linkages happen without further human intervention.Pelagios screenshot

On our end what needed to be done was to create a single file that listed all of our geographical annotations. We already had Google Earth maps made last summer by Merri Wilson, that contained placemarks with all places mentioned in two of the existing commentaries, each placemark annotated with Pleiades URIs (unique identifiers). The existing Caesar map did not have the Pleiades URIs, and all the linkages in the other commentaries had to be checked for errors. As an Archaeology and Classics major, Dan was perfect for this job, which required a good knowledge of ancient geography, Latin, Greek, and solid research skills.

Meanwhile, Qingyu investigated the .RDF format we were to use for the comprehensive file, and the very specific formatting required by Pelagios. This is not exactly the kind of thing computer science majors do all day, but she dove in and taught herself the skills she needed to complete the work. She was aided by good advice from Sebastian Heath at New York University, and Rainer Simon of Pelagios, a scientist at the Digital Memory Engineering research group of the AIT Austrian Institute of Technology. We had to invent a human-readable code for our specific type of annotations-—so we could keep track of things and every annotation would have a unique designation-—then put all that into a format that Pelagios could deal with. Once we figured all that out, Qingyu created the .RDF file that specifies the linkages between a unique ancient place as referred to in Pleiades, with a specific annotation on a page of our site. Soon, when you go to that place in Pleiades (Gallia, for instance), under “Related Content from Pelagios” you will see “geographical annotations from Dickinson College Commentaries.”

Another aspect of that process, in a sense the reverse of it, was the automatic channeling of data from Pleiades into DCC, via the addition of thumbnail pop-ups on the names of places mentioned in the notes fields. As of this summer, when you mouse over such a linked place name in DCC, a thumbnail with a small map pops up, with the link to Pleiades.

Pleiades pop up screen shotThe beauty of this is that one does not have to navigate away from the text to get an idea of where roughly the place is; but at the same time, Pleiades is only a click way. Qingyu and Ryan Burke made this happen, using a bit of css code created by Sebastian Heath for use in his ISAW papers. So now DCC is comprehensively linked with Pleiades, and we owe a big debt of thanks not just to Dan and Qingyu, but to the folks at Pleiades (Tom Elliott and Sebastian Heath) and Pelagios (Elton Barker and Rainer Simon).

Dan has extensive training in ArcGIS, so I took advantage of that to have him create some new maps for the Caesar commentary. The showpiece is his beautiful new map to go with BG 1.1, the overview of Gaul. We were also fortunate to get some advice from Caesar expert Andrew Riggsby at the University of Texas, who has written extensively on the representation of space in Caesar. Dan himself did substantial research on geography in Caesar, reading through all of the BG up through Book 6, and making a comprehensive list of places and ethnic names mentioned for future inclusion in an expanded version of our Caesar commentary. He also used ArcGIS to update and beautify several of Antonio Salinas’ strategy maps.

Gaul Map screenshot

Meanwhile, Qingyu was working on her next major project, creating relational database versions of the DCC Latin and Greek Core Vocabulary lists. Derek Frymark (’13) provided spreadsheets that presented the lists in table form. Qingyu hashed out exactly what needed to be done to create the database in Drupal. She miraculously mastered the inner workings of Drupal in virtually no time, imported Derek’s spreadsheets, and the result is the attractive, flexible interface you can see here (Latin) and here (Greek). This represents a major improvement to a popular and useful feature of our site, and the feedback from users has been great.

Greek core screenshot

After finishing his mapping efforts, Dan entered the Greek vocabulary lists into our forthcoming site on Lucian’s True Story, the first known piece of science fiction. These lists had been initially created by Evan Hayes and Stephen Nimis for their print edition, but had to be adapted for our format.

 

He then  moved on to the preparation of our Callimachus Aetia site, which as you can imagine is a very complicated endeavor due to the fragmentary nature of that text. Just figuring out what we have and don’t have as a legacy of Stanford University’s Aetia site begun under the direction of Prof. Susan Stephens has been a real chore. Dan has created a new table of contents which, when it goes live, will be an excellent way to see the work as a whole, and to navigate within the text. Dan has been carefully checking everything on the site against the best scholarly editions (Harder, Massimilla, Pfeiffer, D’Alessio), making sure that the formatting is correct, and that the TOC accurately reflects what we are including on the site. He has also helped me to make innumerable judgment calls about what fragments are actually legible and thus to be included on the site, as opposed to so fragmentary as to be for all practical purposes illegible.

Aetia TOC

Qingyu’s third major task, and the most challenging as it turned out, was creating our own instance of Allen & Greenough’s Latin Grammar. We link out to A&G at Perseus at the moment, but for various reasons we really need to have our own copy on our servers.

The Perseus Project carried out the original digitization of Allen & Greenough with support from the National Endowment of the Humanities. Perseus makes their tagged XML version available through a Creative Commons CC-BY-SA license, which means anyone can remix, tweak, and build upon it, even for commercial purposes, as long as they give credit and license their new creations under the identical terms. Paul Hudson, author of the SPQR app, provided his own copy of the XML file, along with the php code he wrote that parses the XML file and converts it to an SQLite database. It is this database version of the Perseus XML that forms the basis of our site. Qingyu created the interface based on Hudson’s code and a design by Chris Stamas, with the help of Dickinson web developer Ryan Burke. She built it in html, using css and javascript to create the effects and menus on the pages, and used php to make the page interact with the database. All of this took substantial effort and problem solving, but when it goes live I think you’ll agree the result is a fast and attractive way to consult A&G, and a real asset to the site.

We view the navigation of Allen & Greenough via the table of contents as a IMG_2507temporary stopgap, and plan in the future to create navigation via Allen & Greenough’s Index of Words and Subjects (which is the way most people actually consult the book). But the index has evidently not yet been digitized, and is not part of the XML file. So stay tuned for that. In the long run we would like to have a whole stable of such reference works. My highest priority at the moment would be digitizing Goodell’s Greek grammar. But that’s a project for another summer!

IMG_2504

All these things sound fairly straightforward in retrospect, but they took a great deal of skill, hard work, and creativity on the part of Dan and Qingyu. This summer has been an experiment and an adventure, and in my view a highly successful one, thanks to their outstanding efforts. I am so grateful to have had the chance to work with them, and I believe that the future holds great things for them.

 

Dickinson Summer Latin Workshop 2013

20 Latin teachers surrounding the statue of Benjamin Rush on the campus of Dickinson College

The seventh annual 5-day Dickinson Summer Latin Workshop has just wrapped up, and it was a great experience. 20 teachers came from as nearby as Mechanicsburg, PA and from as far away as Maine, Alabama, and California to read Ovid, Fasti Book 4 with Dickinson Professors Francese and Reedy. Affectionately known as “Latin Camp,” the workshop is intended for teachers of Latin, as a way to refresh the mind through study of an extended Latin text, and to share experiences and ideas with other Latinists and teachers.

A highlight this year was an extra session with Patrick Burns (@diyclassics) about the software package Learning with Texts (LWT). This innovative tool is intended to help with vocabulary acquisition on any language with an online dictionary, and Patrick showed how it can be used to measure your progress and create flash cards with context in a spaced repetition method. He has promised to write a tutorial in this space soon, so be on the lookout for that.

Thanks, everybody, for a fun and stimulating workshop, and we hope to see you next year!

–Chris Francese

Front Row: Meghan Reedy, Chris Ann Matteo, Lisa Brady, Mary Lou Burke, Andy Milius, Chris Francese. Second Row: Catherine Zackey, Jacqueline Lopata, Joanne Miller, Janet Brooks Brian Kane, Patrick Burns, Bill Snyder. Back Row: Stephen Farrand, Scott Holcomb, Hugh McElroy, Benjamin Rush, Ryan Sellars, Russel Day (partially hidden), Scott Paterson, Paul Perot. Not Pictured: Martha Condra, John Thorpe

 

Latin Homographs and Homonyms

I visited the University of Virginia last fall and sat in on a Latin reading (as in reading aloud) group led by Prof. David Kovacs. I think there were something like 25 people there. Latin as performance is very much alive at UVA. It was a great afternoon, and one of the highlights was a handout Prof. Kovacs distributed with his own collection of homographs and homonyms. Here are some examples:

Homographs:

nitor brightness nītor try
nōta well-known < nōtus -a -um nota, mark < nota -ae, f.
nōvī I know < noscō -ere nōvī novī new < novus -a -um

Homonyms:

adeō I approach so, so much
canis dog you sing > cano
equitēs horseman > eques you ride a horse > equito

Solid gold, I thought, and filed it away for future use. Then it occurred to me, the world needs to know about this list. I approached Prof. Kovacs about making it into a Wikipedia page, so others could add to it. Go to, he said, and I did, in my spare moments, editing and reformatting it in Mediawiki. But then, guess what, the gatekeepers of Wikipedia rejected the article. Indeed!

Wikipedia is an encyclopedia and not a dictionary. We cannot accept articles that are little more than definitions of words or abbreviations as entries. A good article should begin with a good definition, but expand on the subject. Please try creating an article at Wiktionary instead.

Hmmpf! We are lucky enough to have our own instance of Mediawiki at Dickinson, so I have taken Prof. Kovacs’ marbles and gone home. You may view the full, edited list here. I would welcome any additions, and can probably get you editing access if you would like to expand it substantially. Hope you enjoy!

–Chris Francese

Making Map Animations with Google Earth

Dickinson alumna and DCC contributor Alice Ettling, who created the Caesar Gallic War map animations, kindly wrote up a how-to, in case you would like to try your hand at it. You will need Google Earth Pro and iMovie. Thanks, Alice!

I didn’t start out with one, but it will probably make your life easier to begin with a map overlay, provided you have a suitable map.  Google has a tutorial for this that explains it better than I could.

Ettling map how to pic 1

This is what mine for BG 1.1 looked like, once I’d gotten it into place. I kept the opacity low, since this is a geographically-based animation and I wanted people to be able to see the terrain below the map. Not all maps will work well for this, and it’s generally true that the larger the area a map covers, the harder it will be to align with Google Earth, since the projection of the map gets harder to align with the curved surface of the earth as its area increases.

Once you’ve got that, you can use it to find the borders and geographical features you want to define in your video.  Rivers or other physical features, obviously, can be found without a map overlay, but it’s much easier to draw in the borders of provinces or tribes with a guide like this. (NB:  There is a Water Body Outline layer built in to Google Earth, but I found that it wasn’t terribly accurate or comprehensive, so I preferred to define the rivers I needed myself.)

To actually define regions, use either the polygon or the line tool, depending on which you need.  Both are in the top bar, towards the right. If you are referring to any cities or other specific points, you can use the Placemark button to set pins into particular locations.

Ettling 1.1

 

 

The first button in this row is the placemark tool; the second and third are the polygon and line tools, respectively. When you click on them, a window will open so that you can name the region and set its color/opacity. While this window is open, you can set the points that will define it; these can be edited later, so it’s hardly the end of the world if you misplace a point.

Ettling map how to 2

When defining regions, it’s important, if you’re going to be zooming in on them at all, to space your points fairly close together, so that the line running between them is smooth and follows the path you actually want.

Ettling Map how to pic 3

(Here you can see the difference between closely-spaced points and ones that are farther apart; this border is supposed to be following the river.)

All of these regions display in a sidebar: if the box is checked, they will be visible, and if you click on a name, Google Earth will zoom onto that region.

Ettling Map how to pic 4

Here, the map overlay (which, in this respect, acts like any other region) and the Belgae are checked, so they are visible, but all of the other regions, which are not checked, are not visible.

Once you have defined all the regions you will need for your video, you will need to set up “tours” that will actually move between the regions you have set up. Here is where my method gets sketchier; there may well be a better way to do this, but this is the solution I have found. To make recording a tour easier, set up your regions in the sidebar in the order you’ll be using them, and thoroughly plan just how you want the video to go.

When you click the “Record Tour” button (at the right end of the row with the buttons mentioned previously), a small bar will appear at the bottom of the window. The button with the red dot will both start and end recording.

Ettling Map how to pic 5

 

 

Position the view in the angle/zoom level you want it, and then click the button to start recording. If you want the camera to move during your video, just click on the names of places you want to focus on, and check their boxes when you want them to appear. Because I’m not terribly adept at clicking only the things I want to, I think it’s helpful to divide what will eventually be your animation into several segments to be stitched back together later, so that you don’t ruin your whole work with one misplaced click. Don’t worry too much about timing your video to sync with the audio; that will be taken care of in iMovie.

When you have your tour segments all recorded, you’ll need to export them as movie files. Everything else in this tutorial can be done with the free version of Google Earth (which is where I’ve been taking most of my screengrabs), but this step requires Google Earth Pro. Under the Tools menu is the option Movie Maker. With this option, you can convert the tours into files that can be opened in iMovie (or any other video editing program; iMovie is what I’m familiar with, though). The Movie Maker option won’t be usable, though, if any polygons, lines, or filters are highlighted.

Ettling Map how to pic 6

 

It’s a good idea to export these files with a reasonably high frame rate; you will likely be slowing them down to sync with your audio later, and this will keep them from looking too jerky.

Once they’ve been exported, open them in iMovie with the Import Movies option.

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Your files will appear in the bottom frame of the program; select and drag them up to the top middle frame to edit them.

You can add audio here by using the Music and Sound Effects button in the middle right. All of my audio was recorded ahead of time, so all I had to do was import it from iTunes.

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Drag this to the same frame you dragged the video to, and iMovie will combine the two; now all that’s left is to sync them up.

To do that, select individual pieces of your video (starting with the time from the start of the tour to your first cued action—in the case of my video for BG 1.1, this was the word “Belgae,” which should be keyed to the appearance of the corresponding region) and use the Split Clip command to separate them from the rest of the tour.

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Now you can edit the speed of this clip separately from the rest of the video. To do so, click on the gear wheel that appears on top of the clip and go into Clip Adjustments.

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Here, you can adjust the speed of the video; if it needs to take up more time relative to the audio, slow it down, and if it needs to take up less, speed it up. This involves a lot of finagling and listening to the same couple seconds of audio over and over again: be strong.

Once you’ve gotten that section of the movie synced properly, move on to the next and adjust its speed in the same way. Once you’ve gotten everything perfect, use the Export Movie button under the Share menu to save it in the format and quality you desire.

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