Walter Enloe

St Pete Blue Walter Enloe

Publisher Marketing: St. Pete Blue was originally developed in 2005 from "intersecting" materials collected or developed in 1969 in St. Petersburg, Florida while I was a student at Eckerd College ("FPC"). One set of ephemera is from 1968-1969 when I was part of a project team, led by my roommate graphic artist David Wise, to create, develop and publish an avant garde yearbook that eventually took the form of loose-leaf, inter-connected papers of photographs and narratives stored in a square, cardboard container. The "idea" for this format derives from our studies with one of our literature professors, Bob Detweiler, of the following artists' works, among others: William Burroughs' Naked Lunch (1959), loosely connected vignettes that could be read in any order. Julio Cortazar's Hopscotch (1963, 1966) whose chapters could also be read in any order. There was John Barth's postmodern essay, "The Literature of Exhaustion" (1967). And his novel Lost in The Funhouse (1968) which opens with "Frame-Tale," a "story" in which "ONCE UPON A TIME THERE" and "WAS A STORY THAT BEGAN" are printed vertically, one on each side of the paper. It is intended to be cut by the reader and the ends fastened together (after being twisted) into a Mobius strip ( a loop with no beginning or end). John Cage's experiments with music and experience, and even Kerouac's Visions of Gerard (1963) with its existential jazz riffs of illusions and realities, were also influential as we took their ideas to create, to invent, to explore, to experiment seriously with 'text'. The second ephemera set is a "catalogue" of some twenty pages from the fall of 1969 based upon the literary effects of Jack Kerouac found in his bedroom/study following his death, and catalogued by Bob Detweiler with my assistance. Together these materials may form an auto-ethnographic expression of whatever meanings you may make of the semiotic experience here-with-in. Contributor Bio:  Enloe, Walter Michelle Collay is a School Coach for the Bay Area Coalition for Equitable Schools (BayCES) in Oakland, California, a private non-profit organization supporting urban small school initiatives. She supports school leader development and coordinates classroom-based teacher inquiry for the purposes of improving student achievement. Previously, she worked as a faculty member and administrator in teacher preparation and graduate teacher education in public and private universities. Collay conducts seminars and workshops about professional learning communities, constructivist learning design, and portfolio development. Before completing doctoral studies in Curriculum and Instruction at the University of Oregon, she taught music and mathematics in elementary and junior high school and continues to play the bassoon in local ensembles. She and her husband, George Gagnon, write, teach, and parent together and are parent leaders in their children s neighborhood school in Oakland.