Sunday, March 31, 2013

Fleeting Family

In continuing with the genetic theme here is a short film I have spent a great amount of time on (though you would never guess that) It is a slide or photo essay and discussion on the theme of family migration.
The short clip is paired with one of my songs (Desert Wind) which deals with the idea of mobility, rootlessness, and the modern state of being part of a global family. 

How would a DNA test change your thinking if you grew up thinking you were Irish or Italian and found out you were Turkish or Hungarian? How important are the stories we tell about ourselves versus scientific data and genetic information? How much of what we believe about ourselves is pure wishful thinking?

I invite your thoughts and hope you enjoy the film.

Thursday, March 28, 2013

It has come to my attention that some folks are interested in the DNA tests I took years ago. I was part of a National Geographic project tracking human migration out of Africa, the major genetic groups as they exist today, and the effects of contact and current globalization for gene distribution.
I was also originally in a project called the Sanchez Name project but was later dropped when I did not fit conclusively what they were looking for in that project (Taino DNA). That project was taking the name Sanchez as jumping off point as it is one of the most geographically diverse names on the planet. They were interested in Jewish history and Native American history and the connections to Puerto Rico particularly north Eastern Puerto Rico. Being that my mothers side of the family is from the exact area they wanted to study and by family legend my great grandmother was Indian I was asked to take part. I turned up some Jewish traits but not what they were looking for and no one I know in my family is a practicing Jew (might have had to do with that whole Inquisition thing or that whole Hitler thing after that).
The results I am squarely North African and Roma (formerly known as Gypsy) but an unknown section (perhaps the Native American section) required deeper testing of which I was unwilling to pay for at the time. So I was dropped from the project.

The National Geo project goes on and you too can take part.

I did my DNA test through My Family Tree DNA (not to be confused with

A little explanation

Haplogroups are the major branches of the Y-chromosome tree. They are defined by Single Nucleotide Polymorphisms (SNPs), which have accumulated over many generations as the Y-chromosome is passed from father to son. These SNPs map the paths back to the single common male ancestor from which all men alive today descend.

The Y-Chromosome Consortium (YCC) has reconstructed the structure of the Y-chromosome tree by testing SNP mutations in different human populations. As scientists have discovered more SNPs (e.g., M254), the structure of the tree has changed. Currently, there are 20 haplogroups (A through T). In turn, each of these major haplogroups has subgroups, or subclades, that are named with alternating letters and numbers (e.g., I1c).
Below I will post my results keep in mind these are very general.
My specific Haplogroup: E-M35.1 or E1b1b1 wandered out of Ethiopia some 50,000 years ago. 20,000 years ago they had settled in many North African coastal areas including the Canary Islands (where my so-called Spanish ancestors came from). Mixing with Phoenician and Berber groups eventually becoming a different genetic group. My family was said to be Roma (or Gypsy) Jewish and of this North African group. Arriving in Puerto Rico they became Native American and West African. Physically we show some of this but the DNA test did not turn up and Indian this comes purely from family legend that my great grandmother on my mother's side was Indian. So what do I do with this info? There is a section on test on my mothers's side that turned up unknown deeper testing required, Indian?

Haplogroup Test: your matches suggest that you belong to Haplogroup E3b, therefore you qualify to order our deep clade test which focuses on all mutations shown on the next screen after you click on the "Continue for more information" button. Order your Y-DNA SNP test for Deep Sub-clades.E-M81 is found in NW Africa, not found in sub-Saharan Africa and its frequency sharply decreases eastwards. E-M81 is a "Berber" marker. It is also found in all Iberian populations, signifying Berber admixture, ranging
from 1.5% in Northern Italians, 2.2% in Central Italians, 1.6% in southern 
Spaniards, 3.5% in the French, 4% in the Northern Portuguese, 12.2% in the 
southern Portuguese and 41.2% in the genetic isolate of the Pasiegos from 
Cantabria. It is found in only 0.7% of Sicilians and in no southern 
Italians. It is also not found in the Balkans

Y-DNA - Ancestral Origins
The Y-DNA - Ancestral Origins page allows you to view the ancestry information for your matches from one of our Y-chromosome DNA STR (short tandem repeat) tests, Y-DNA12, Y-DNA25, Y-DNA37, Y-DNA67, or Y-DNA111.
Country - This is the paternal country of origin.
Match Total - This is the total number of matches for a specific country.
Country Total - This is the total number of people with Y-chromosome DNA (Y-DNA) results from the country of origin in the Family Tree DNA database.
Percentage - This is the percentage from the country of origin compared to the total number from that country in the database, i.e., the MATCH TOTAL column divided by the Country Total column. Please note, a percentage will not be shown if the Country Total is less than 100.
Comment - This is additional information such as a social, religious, or ethnic group. Where more than one match from a country has provided the same comment, the number of matches is shown beside the comment. For example, someone with matches in Germany might have Baden-Württemberg (2) and Schleswig-Holstein (7).
NOTE: Family Tree DNA uses the International Organization for Standardization's ISO 3166 for country names.
12 Marker
Exact Match
Country Match Total Country Total Percentage Comments
Albania 2 28 N/A
Armenia 1 222 0.4%
Austria 4 606 0.7%
Belarus 1 666 0.2%
Belgium 1 517 0.2%
Bosnia and Herzegovina 2 87 N/A
Bulgaria 6 170 3.5%
Croatia 2 213 0.9%
Czech Republic 3 676 0.4% Bohemia (1)
England 49 23931 0.2%
Ethiopia 2 34 N/A
France 12 3366 0.4%
Georgia 1 54 N/A
Germany 41 12073 0.3% Ashkenazi (1)
Rhineland-Palatinate (1)
Greece 24 681 3.5%
Hungary 13 1181 1.1%
Iraq 1 179 0.6%
Ireland 9 14064 0.1%
Israel 1 138 0.7%
Italy 26 3335 0.8% Sicily (2)
Kosovo 1 2 N/A
Lithuania 3 1013 0.3% Ashkenazi (3)
Macedonia 1 61 N/A
Montenegro 1 20 N/A
Morocco 1 82 N/A Sephardic-Levite (1)
Netherlands 5 1709 0.3%
Norway 4 1335 0.3%
Poland 11 3630 0.3% Ashkenazi (1)
Prussia (3)
Portugal 2 786 0.3% Azores (1)
Romania 2 546 0.4%
Russian Federation 9 3070 0.3% Ashkenazi (2)
Ashkenazi-Levite (1)
Scotland 12 11425 0.1%
Serbia 3 87 N/A
Slovakia 1 498 0.2%
Slovenia 3 148 2%
Spain 6 3351 0.2% Canary Islands (1)
Sweden 6 1595 0.4%
Switzerland 7 1844 0.4%
Turkey 1 559 0.2%
Ukraine 8 1545 0.5% Ashkenazi (4)
United Kingdom 16 10657 0.2%
United States 5 2563 0.2%
Wales 2 2029 0.1%
Genetic Distance -1
Country Match Total Country Total Percentage Comments
Albania 1 28 N/A
Austria 17 606 2.8% Ashkenazi (4)
Bahrain 1 28 N/A
Belarus 23 666 3.5% Ashkenazi (19)
Belgium 3 517 0.6%
Bosnia and Herzegovina 2 87 N/A
Bulgaria 14 170 8.2%
Canada 2 353 0.6%
Cape Verde 2 23 N/A
Chad 2 2 N/A
Croatia 7 213 3.3%
Cyprus 1 53 N/A
Czech Republic 10 676 1.5% Bohemia (3)
Moravia (1)
Denmark 3 814 0.4%
England 111 23931 0.5%
France 20 3366 0.6%
Georgia 3 54 N/A
Germany 159 12073 1.3% Ashkenazi (7)
Baden-Württemberg (1)
Schleswig-Holstein (1)
Silesia (1)
Greece 26 681 3.8% Rhodes (1)
Hungary 27 1181 2.3% Ashkenazi (3)
Bukovina (1)
Ireland 19 14064 0.1%
Israel 2 138 1.4% Ashkenazi (1)
Italy 85 3335 2.5% Sephardic (1)
Sicily (9)
Kuwait 1 155 0.6%
Latvia 2 260 0.8% Ashkenazi (1)
Lebanon 1 239 0.4%
Libyan Arab Jamahiriya 1 22 N/A
Lithuania 24 1013 2.4% Ashkenazi (16)
Macedonia 1 61 N/A
Mexico 1 814 0.1%
Moldova 2 78 N/A Ashkenazi (1)
Mongolia 1 588 0.2%
Netherlands 10 1709 0.6% Ashkenazi (2)
Norway 1 1335 0.1%
Poland 52 3630 1.4% Ashkenazi (25)
Ashkenazi (Galicia) (2)
Prussia (1)
Portugal 5 786 0.6% Azores (1)
Puerto Rico 1 242 0.4% MDKO: Puerto Rico (1)
Qatar 1 147 0.7%
Romania 15 546 2.7% Ashkenazi (4)
Russian Federation 38 3070 1.2% Ashkenazi (18)
Saudi Arabia 6 1132 0.5%
Scotland 18 11425 0.2%
Serbia 1 87 N/A
Slovakia 13 498 2.6% Ashkenazi (5)
Spain 19 3351 0.6%
Sudan 1 149 0.7%
Sweden 5 1595 0.3%
Switzerland 15 1844 0.8% Bern (2)
Zurich (1)
Syrian Arab Republic 2 205 1% Sephardic (1)
Turkey 7 559 1.3%
Ukraine 41 1545 2.7% Ashkenazi (19)
Ashkenazi (Bessarabia) (1)
United Arab Emirates 2 269 0.7%
United Kingdom 49 10657 0.5%
United States 24 2563 0.9%
Wales 9 2029 0.4%
Please wait while we check for your 12 marker matches...

25 Marker

Genetic Distance -1
Country Match Total Country Total Percentage Comments
England 1 18790 < 0.1 %
Germany 1 7082 < 0.1 %
Poland 1 2029 < 0.1 % Prussia (1)
Genetic Distance -2
Country Match Total Country Total Percentage Comments
Albania 1 10 N/A
Austria 1 293 0.3%
Belarus 1 419 0.2%
Croatia 1 71 N/A
Czech Republic 1 343 0.3%
England 5 18790 < 0.1 %
Ethiopia 1 8 N/A
Germany 4 7082 0.1%
Greece 2 221 0.9%
Hungary 1 661 0.2%
Italy 3 1315 0.2%
Poland 1 2029 < 0.1 %
Romania 1 235 0.4%
Russian Federation 1 1088 0.1%
Slovenia 1 68 N/A
Spain 1 1569 0.1%
Sweden 1 673 0.1%
Switzerland 2 1182 0.2%
United Kingdom 1 6893 < 0.1 %

Saturday, March 23, 2013

being online

Talk about Being Online in this Sakai Discussion Forum. Explore and participate in Art Education 2.0,, Facebook, Flickr, and Twitter. Describe some of the interesting content, people, or groups you found in any of these online networks. What makes this/these content, people, or groups interesting? Tell us specifically about some of the things that people are sharing in these groups (give a couple concrete examples). Is a group on art ed 2.0 that adds another element to the their student projects by posted their finished works online. Students around the globe can then take part in their projects virtually but also comment, share their projects on the other side of the globe. The most fascinating idea is that with any traditional work of art it is generally fixed to a wall somewhere, the site allows for these student created and conceived works to travel to other students and around the globe.
Then discuss the potential of these global online networks to enhance your creative thinking and professional development. This animation clip is wonderful in that it explains visually and in a traditional narrative the history and future of animation. As an important and diverse element of visual culture animation is now reaching a point where its visual potential is limitless. The clip was presented by animation teachers for students and fans of animation. By presenting the past, and present in traditional and computer animation students are challenged to push the medium allow it reach new levels. A simple textbook article or slide show could never have conveyed what this tiny clip has, so in effect it greatly benefits from the internet, computer based editing programs, and the general formating that social media sites have embraced. The potential to visually and equally simply teach other aspects of history or techniques is of course exciting and implied by the film.
How might these networks be of value to you and to your current or future students in your practice as an art educator? Is a site that advertises scholarships grants fellowships and work oppurtunities. Many other similar sites exist and can first and foremost allow students to become professionals through a variety of programs, profiles, and cold cash. The bleak economics of the art field make it important that students and artists have as much information as they can about what financial resources are out there be it job or grant listings. Getting attention such sites might as well land someone a job or give a nice gem for the resume. The site also often showcases images of student works adding another incentive to the students producing the art projects.

Briefly describe a possible lesson or project inspired by something you found in one of the groups in any of your online professional networks this week.
From the Rock and the River (imaging ancient pueblo life) Using the Crow Canyon website students will explore the history and culture of the American Southwest in specific the four corners region. First students can visit the education section of the site and answer a few basic questions to determine that they visited the page and by way of introduction to the site.
Next students will click on the student resources link. again answering a few questions from the page. Under the Castle rock section students should then follow the link that reads lesson plans.
then imagining that the class is of 4th graders click on the 4th grade link.
Then click on the wood canyon link
A brief slide show animation will follow then students will be invited to click on the link in the ruin window.
This takes students to the final page. It attempts to imagine life in an ancient pueblo then contrasts it with current pueblos or post contact pueblos. The lesson is then two fold the research and questions gained by surfing the site and then producing a drawing of a pueblo. Things to consider what would you make the building out of and why? How would you arrange you living space? How did the ancient pueblo people arrange their homes (sacred spaces astronomy windows etc..)
The big goal would be to emphasize the limits of place and environment and how we live completely dependent ofn technology. Further to try and get students to think in terms of sustainabilty and dependence on your natural environment. I can think of no better example then desert people squeezing out an existence with tiny amounts of water, no electricity, metalurgy, or animal husbandry. You could take the lesson further and get kids to imagine trying to live on the moon underwater all would emphasize the same idea of living in balance with you environment. A further example might be to bring Arco Santi and similar projects to get kids thinking about why we live the way we do and should we?

Finally, what does it mean to you to be online, globally connected, and basically sharing and collaborating with strangers?  What are the benefits and challenges of being online and globally connected?
I think a challenge is to remain connected to the folks in your neighborhood increasingly I know people that chat with folks around the world but don't know their next door neighbor. There needs to be a balance between social media, it shouldn't be that protable devices are attached at birth and texting is easier for folks then speaking to one another. The impression that we are in fact conncected is of course illusory this is problamatic. I was getting to know a young musician in Algeria just as all hell broke loose over there. The fact that you can chat with someone in a warzone is interesting but it isn't that I can hide him if the troops come knocking or in anyway really help him if he needed. We need to remember that about virtual relations.
Clip featuring Oussama Becissa on Ud
The fact though that I see his music clips as quickly as he sees mine the instant gratification that the internet presents is wonderful. Years ago I would chat with other artists on Deviant Art and talk about a painting but also show my studio and each chance to the work. Now with iphones video clips of artists producing works are all over the place this adds a communal nature to the once solotary work of producing art. It also always students to learn techniques see them performed versus having to hear about them or imagine them.

Last, share your official Facebook name, Twitter name, Flickr Name, and name so we can search for you and friend you in these social media sites. Be sure to do this so we can all friend and follow each other in these sites.

Sanchez Art Werk Blog

The readings this lesson describe how race, ethnicity, culture, and creative expressions are intertwined with and impacted by globalization (international commerce, travel, migration, and the creation of glocal creative and cultural practices). In about 250-300 words, describe how your own creative and cultural identities and practices have been shaped by globalization. How are your family traditions and practices interrelated with your multi-layered identities? In other words, how does who you are shape what you do? You may use some of the same personal insights you included in the Personal Reflection section of your Reading Review for this post

I grew on the gulf coast of Florida and feel I am a southerner. I have spent most of my life however, in the Southwest. Culturally I play the music of the Mississippi delta and cook the food of the gulf often.
My parents were both from Brooklyn of Puerto Rican descent though born and raised in the states.They loved Hollywood and the Beatles and did little that was Latin. They spoke English first and gave their kids Anglo/Biblical names. My father raised us as baptist my mother remained catholic. My father remarryied a southern woman of Sicilian descent and the family mix got even more diverse.
I began traveling to Europe and later worked for a French family and was emersed in European cooking and culture. Later I went and lived in Italy and eventually married a Swiss woman. German is now the only other language I am fluent in. It makes my wife feel she is home when I have made her one of her mothers dishes, speak to her in Swiss German and know why she does all the little cultural things that she has to do. I learned her culture as my own and have ingested large amounts of continental matter in the process. More than ten years on I feel that Switzerland is also kind of my home. While living there I carved a pumpkin every year, and always had a huge Thanksgiving feast and was the local blues missionary. So in a sense I realized I was American for the first time overseas. I am completely a product of globalization without some margin of it I would not be able to have a foreign wife or have lived in her country. I think sharing all of these perspective simultaneously is globalization in a nutshell.