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artifact_proposals [2017/07/22 20:01] selwa |
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| - | **Post your artifact proposals below by 12pm, Saturday, July 22, 2017.** | + | Post your artifact proposals below by 12pm, Saturday, July 22, 2017.// |
| - | Schedule for Individual Meetings with Visiting Critics //(Lighting Studio, 105, Galef)//: | + | Schedule for Individual Meetings with Visiting Critics //(Lighting Studio, 105, Galef)//:\\ |
| - | *2pm //Post/Visual Rhetoric//\\ | + | 2pm //Post/Visual Rhetoric//\\ |
| - | *2:30pm //Post/Automation//\\ | + | \\ |
| - | ***__Deother__** : | + | 2:30pm //Post/Automation//\\ |
| - | *Swap and give, always a guest by invitation, always already borrowing, everything is new if always in the moment. (hospitality) ...possible ruleset. | + | |
| - | ***__Nonendgoal__** : | + | 3pm //Post/Pluralism//\\ |
| - | *Doorlessness - perpetual points or a mesh - de-analytic acceptance - how and with whom to make - converse - think. No peak. | + | \\ |
| - | ***__Contextamation__** : | + | **promotion / recruitment materials**A 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. |
| - | *Enfolding cycles of meaning that are stored (present) in archives - libraries - personal histories - present minds in constant reassembly of ritual (as a form of automation). | + | |
| - | ***__Egomotor__** : | + | **application to the workshop** |
| - | *Driving threat; ticking bomb. | + | |
| + | **passport with self assessment forms** bringing what they know, believe and can practice into one place | ||
| + | * **passport quilt**accumulation 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 //Hyper/Pluralism//\\ | ||
| + | \\ | ||
| + | 4pm //Hyper/Automation//\\ | ||
| + | \\ | ||
| + | 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 | ||
| + | \\ | ||
| + | \\ | ||
| - | *3pm //Post/Pluralism//\\ | ||
| - | *3:30pm //Hyper/Pluralism//\\ | ||
| - | *4pm //Hyper/Automation//\\ – drawing studio Galef 212 | ||
| *4:30pm //Hyper/Visual Rhetoric//\\ | *4:30pm //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) | ||
| + | http://www.purselipsquarejaw.org/surrealist_games/ | ||
| + | https://storycorps.org | ||
| + | https://www.thisamericanlife.org | ||
| + | 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. | ||
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| + | |||
| + | End | ||
| + | Student develops their own Historiography that includes their Visual References/Portfolio/Narrative) | ||
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