Masala Grier, Steve "Paco" [Media cuts forward] [Loud background noises of people talking] GRIER: So he wouldn't recognize me when I got out, you know, and I would go on and say, "father, it's been a week since my last confession... [laughing] GRIER: ...these are my sins," you know, so I would tell him and I would check everything - see if I had a leather jacket on I would take it off because I didn't want to - because I was so paranoid that... SPEAKER: That he would know what... GRIER: ...when I told him sins, he would look out there for that leather coat... SPEAKER: Oh, right. GRIER: ...so I took my leather coat off before I went into confession, you know, and I would keep telling the same sins all the time [speaks in a funny voice] "father, this has been a week since my last... these are my sins" and that type of thing so... SPEAKER: [laughing] GRIER: ...you know, and I would try to over that way so he wouldn't find my identity, so to speak. I like to play little games like that. SPEAKER: Do they do that? Like, you know... GRIER: Oh yeah, I'm like oh come on, uh - I don't want to get into what I did... SPEAKER: [laughing] GRIER: But, five hundred Our Fathers, three hundred Hail Mary's - there ain't no way I'm gonna say five hundred Our Fathers. SPEAKER: [laughing] They'll still be there at church next week? GRIER: The one time you had to say it during the, um, the five hundred - so these are the penance that you had do afterwards too, you know. So sometimes I wouldn't tell the right - I would lie [laughing] I would lie in confession. SPEAKER: [laughing] GRIER: This is where you're supposed to tell the truth. I would lie about my sins in confession that way I would [Media cuts forward] SPEAKER: ...the camera, sorry. [Media cuts forward] SPEAKER: Alright, it's back on, ok. "Listen for the jazz, Key Notes in Columbus History" second edition by professor Ted McDaniel, excellent. As owned by Steve Grier. [laughing] GRIER: [laughing] SPEAKER: That is cool. GRIER: That's real cool. SPEAKER 2: I wonder what the first edition looks like. SPEAKER: They're probably a lot the same. [laughing] Alright, ok so the final chapter of the interview is filling out some forms because we have, um - because it's the, uh, what's it called? GRIER: These don't include flu shots or anything like that do they? SPEAKER: No, just some signatures. SPEAKER 3: This is just like the releases. SPEAKER: Yeah cause, like, alright so there are four forms, the first one is informed consent that we told you what the Digital Archive of Literacy Narrative is all about and that you're willing to participate in it. So if that is ok with you then, and you are 18 years or older, go ahead and sign and date there. GRIER: What about lunch? SPEAKER: [laughing] [laughing] SPEAKER: We are an unfunded research project. We don't have a budget. SPEAKER 2: We are also college students [laughing] GRIER: Ok then... today's the... SPEAKER: Today's the thirteenth? SPEAKER 2: Yes. I believe so. Yeah. SPEAKER: Alright, um, alright so now that you're warmed up on the signatures, this is the release form saying that you are willing to let us put this video that's recorded into the Digital Archive of Literacy Narrative. GRIER: Where is this located? SPEAKER: Ok, so it's like operated by the Ohio State University Library, like that's how you can access it through their website, so after we put it on this archive, we can send you a link and you can see and look at it. GRIER: Oh, ok. SPEAKER: So it's operated by the university but it's open to the public. SPEAKER 2: Are you gonna edit the video or did you want - ok. GRIER: This is a lousy pen. SPEAKER 3: Do you need something... SPEAKER: Here. GRIER: No it's alright I've got like a - I have some others. SPEAKER 2: I have a micro pen or pen. GRIER: Oh, this is ok. Ok let's see - oh I gotta print here. SPEAKER: Yeah. SPEAKER 2: [inaudible] If I move the camera, do you want to put your laptop on the table? SPEAKER: Alright and then this third one is - GRIER: Where'd you all park? SPEAKER: Um, front I think? SPEAKER 3: We parked over there. SPEAKER: This third one is the deed of gift which applies to the copyright for the video. GRIER: Coffee rights? SPEAKER: [laughing] No the copyright. GRIER: Oh the copyright, oh ok. SPEAKER 2: You've got lunch on your mind. [laughing] [laughing] SPEAKER: Which is like, so the deed of gift is, that it says that it's the university's and the Digital Archive of Literacy Narrative is their responsibility to make sure that nobody uses your video in a commercial or something like that. GRIER: Ok. SPEAKER: And so - sorry the part you sign is on the back. Um, so if that's the way you want to handle it, like they're responsible for the copyright then go ahead and sign here. Oh and right here if you could fill in your address so they can contact you if necessary. [inaudible speaking] SPEAKER: Ok, alright this last part I'm going to ask you some questions and then fill out this last page. So, like we were saying, this digital archive is like, it's a collection of all these people's literacy narratives and so they like to attach information tags on it so that people, so like if you are searching in this archive they can find stuff - like if they were looking for stuff about people who are in your age group or men from Columbus or whatever they can come across it so I'm gonna ask you a bunch of questions and we are going to attach that information to your video so people can find it. GRIER: Oh ok. SPEAKER: So I have your name and your email address, do you want to, what name do you want to attach to the story? Do you want your name, do you want Steve Grier, do you want Steve "Paco" Grier? GRIER: Steve "Paco" Grier, yes. SPEAKER: Ok. Alright what year were you born? GRIER: Well ok, uh... SPEAKER 2: Should we put "Paco" in quotation marks? GRIER: [inaudible] Can you put that in Latin? [laughing] [laughing] SPEAKER: Wait what did you say? GRIER: Is that obvious? SPEAKER: Well the other thing I was gonna say, like all of these questions I'm going to ask you... GRIER: Well you know what, if you're gonna do that just put down I'm single also. [laughing] [laughing] SPEAKER 2: Hey Julia, the title's not optional so we do have to have a title. I noticed that when I was putting red G's on. GRIER: So you want my birth date or what? SPEAKER: Yeah. GRIER: Ok, so single, 27, 2010... [laughing] GRIER: 48. SPEAKER 2: Oh you're about my dad's age. GRIER: I'm single. SPEAKER: Alright, I will note that as a... GRIER: [laughing] SPEAKER 2: Well that goes along with what professor Self was saying when we were showing our midterms and she's like, "I want to start up a DALN dating site because all of these people are so cute." [laughing] SPEAKER: I was like, "oh I think that's kind of inappropriate." Anyway, um, alright do you want to put... these pieces of information are all optional. Do you want to put down your gender? GRIER: Well you already know that don't you? SPEAKER: That's true, alright so I'll put that. GRIER: Not unless I go through some changes right now. [laughing] SPEAKER: That would be a surprise. Alright what kind of title do you want to put on your literacy narrative? You can make it something that's really generic like "My Story" or something like that or you can make it something that's more descriptive, like uhh, we can come back to this at the end. GRIER: Yeah, yeah. SPEAKER: We can come back to it. Alright, so which decades does the story focus on, like if you think about the stuff you talked about, like what decades did they happen? GRIER: From the 60's to the present. SPEAKER: And, oh does your story mention or take place in a certain state, region, or country that you'd like to identify? GRIER: Well, uh, initially here in Columbus. SPEAKER: Ok, so it starts out... GRIER: It starts out here then it kind of branches out, like California. SPEAKER: Yeah, I was gonna say you mentioned California. GRIER: But I did do uh - I was gonna tell you that I did Paris and I did Holland and Switzerland and Germany. SPEAKER 3: You talked about the North Sea. GRIER: Yeah I played at the North Sea Jazz Festival but that was while I was on tour with Monty Alexander so, couple of all those areas. SPEAKER 2: Would Netherlands be in there too? GRIER: Yeah, that's where North Sea Jazz Festival is at - Amsterdam. SPEAKER 2: Is that Holland? GRIER: Yeah. SPEAKER 2: I thought Holland and the Netherland were different. SPEAKER 3: I think the Netherlands are... SPEAKER: I think they're all the same, like Holland is an English name but the Netherlands is what they're called in the Netherlands. SPEAKER 2: Yeah, ok. SPEAKER: Yeah, because Dutch is a lot like German - I speak, anyway whatever. SPEAKER 2: I met a Dutch foreign exchange student yesterday. SPEAKER: Was he weird as hell? SPEAKER 2: Yes! SPEAKER: That's cause that's how people are there, anyway. SPEAKER 3: [inaudible] SPEAKER: I don't - I'm not shy about that. [laughing] SPEAKER: The weekend I spent in Amsterdam was the worst weekend of my life. GRIER: Are you an instructor? SPEAKER: Uh, sort of, I'm a grad student so I take classes and I teach them. GRIER: Oh, ok. SPEAKER 3: She grad and we're both undergraduate. GRIER: Oh ok, ok. SPEAKER: In our group, me and this other girl is as well. GRIER: so how many groups are there? SPEAKER: There are six I think? GRIER: And they're all covering the same project? SPEAKER: Yeah, but they have - like I was saying - we all have different contact people so we all have sort of different networks of people that we're interviewing. SPEAKER 2: Like I think one group is doing, like, in an old folk's home, I guess. GRIER: So how is it that you picked this particular subject? Who's responsible for picking this subject? SPEAKER 3: One of - SPEAKER 2: John and I. [laughing] GRIER: Oh really? SPEAKER 3: She sings and then one of the other guys in the group - he's a music major - SPEAKER 2: Jazz trumpetist. SPEAKER 3: - at Ohio State. SPEAKER 2: Yeah. I did vocal performance at Otterbein. GRIER: So uh, why'd you pick the ethnic part of it - I mean as far as the black community. SPEAKER 3: The class is African American and African studies 367 so that's the focus of the class. SPEAKER: Yeah that was the focus coming into it. But part of doing the Digital Archive of Literacy Narrative, like the professor - who's the teacher of our class - the professor who's in charge of this research project is, like, she wants to sort of get a larger variety of types of people, stories in the digital archive to make sure it's not like all of her best friends who are all white upper class professor types. [laughing] GRIER: Oh ok [laughing] SPEAKER: That sort of thing. GRIER: More earthy. [laughing] SPEAKER: Yeah. It's a diversity initiative. Yeah. Alright so this might help us write a title for this - do you, can we maybe come up with a one sentence summary of a story, like this is a story about... GRIER: Uh, let's see. SPEAKER: Good luck, we put this all on you. GRIER: Now don't feel bad. [inaudible] Music title... So when you're talking about title you're talking about like something that doesn't have to - not a personal title, I'm talking about - SPEAKER 3: You could do like "The Life and Time of Steve 'Paco' Grier?" GRIER: Neh, that sounds like something from the old West. SPEAKER 2: [laughing] GRIER: Oh no, just put um, Steve "Paco" - oh shit I had it. Musicology or something like that? SPEAKER: Yeah. Alright we're on the home stretch. Alright, what is your nationality? GRIER: Uh, you know what I really don't like the term "African American" I prefer "black American." African American is like putting sugar in it, you know. SPEAKER: [laughing] GRIER: Plus I'm not, you know, I've never, I wasn't born in Africa. SPEAKER: Right. GRIER: So uh, although my roots are from there but I just prefer black American, that's more upfront. SPEAKER: Do you want to add to that race or ethnicity, or just leave it as it is? GRIER: We can leave it as it is. SPEAKER: Ok. Do you want to self-identify with regard to class background, like they give examples of working class, middle class, wealthy? GRIER: Well we can scratch out wealthy. [laughing] GRIER: Why don't you put down "Make do?" [laughing] SPEAKER: This is one of the other ladies that we interviewed she's like, "well can you put, like starts poor and up to middle class and move it over to..." [laughing] SPEAKER: Ok, anyway this last part is - so again like I was saying with the search terms for this research database - can we come up with some keywords or some themes that we talked about in the literacy interview, like maybe five or six of them? Like stuff that we talked about in the stuff that you talked about. SPEAKER 3: We're required to have "black" on the list and then "music." GRIER: You mean like chapters and such? SPEAKER: Not necessarily like temporal but just like things - SPEAKER 3: When someone is like doing a search for a certain type of thing. GRIER: Oh, you like do that search and it leads directly to here. SPEAKER: Right, this is like the topics that are in... SPEAKER 2: Like if they search for music then yours would pop up. GRIER: I see, what, um - SPEAKER: What if you talked like - [Media Cuts off]