Post your artifact proposals below by 12pm, Saturday, July 22, 2017. Schedule for Individual Meetings with Visiting Critics (Lighting Studio, 105, Galef):
Post/Visual Rhetoric


promotion / recruitment materialsA critique of the pricing structures of design education and the institutions that host the design program. Introduces the concept of a self-directed education that could never be possible within a single institution.Visualization of the value of NOW WAS, it introduces the concept of fluid institutional borders and a more holistic and multifaceted way of valuing design education. application to the workshop passport with self assessment forms bringing what they know, believe and can practice into one place * passport quiltaccumulation of experience and the implications of that experience self assessment form »asking questions that help student assess themselves » What do you know? What do you not know? What can you do? What do you struggle with? » What do you know now? What can you do now? What have you come to believe? » What questions for you remain? What new questions have you developed? » What actions will you take? How will you put this into practice? * Iconography is not closed, it can be developed by the people who are a part of NowWas » articulation of depth (1 – 5 bars) » accredited / non-accredited / certificate / » formal / informal » periodic / continuous / series » lecture / lab / studio / reflective » self-directed / guided » collaborative / singular » school of thought… 3:30pm


4pm Hyper/Automation – drawing studio Galef 212

LSEF – Loop School of Exponential Form

Thing: Supreme tool of design constraints is a integrated human body circuit tatooted on your arm designed by the student as part of their admission application
Process: Disgest Machine is an algorithmic system for developing and generating exponential excremented design
Space: Chamber of reflective disposal is an inner sanctum to the reading, review, and debugging your code of design constraints

Hyper/Visual Rhetoric
3 Artifacts – Trajectory of the Design Student in a Hyperformal Visual Rhetorical Curriculum Beginning Personal Questionaire (hard and soft facts). To see your information as data points not just as specific characteristics. All the information is different expression of the same knowledge. For example: Tell us where you are from in 5 different ways; where were you born vs. longtitude/latitude coordinates. Students can have the ability to answer a question by asking 5 other questions – this could allow for agency and bias to become illuminated within the questionnaire. Possible Resource List (documents outside influences) Lemonade / Beyonce YouTube … Middle Course content and outcomes become a by product of the Personal Questionaire. Faculty provide a framework for projects briefs for each cohort, and students use their own historiography as the content, context, and concept for project outcomes which would be open channel. For example: Typography 1 (Historiography I) Project Brief. Creating a brief that allows for their personal narratives to drive the content for the projects discussed and shaped. End Student develops their own Historiography that includes their Visual References/Portfolio/Narrative)