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artifact_proposals [2017/07/22 23:40] davey |
artifact_proposals [2017/10/04 10:50] |
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- | Post your artifact proposals below by 12pm, Saturday, July 22, 2017.// | ||
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- | Schedule for Individual Meetings with Visiting Critics //(Lighting Studio, 105, Galef)//:\\ | ||
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- | 2pm //Post/Visual Rhetoric//\\ | ||
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- | 2:30pm //Post/Automation//\\ | ||
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- | **__Deother__** : | ||
- | Swap and give, always a guest by invitation, always already borrowing, everything is new if always in the moment. (hospitality) ...possible ruleset.\\ | ||
- | **__Nonendgoal__** : | ||
- | Doorlessness - perpetual points or a mesh - de-analytic acceptance - how and with whom to make - converse - think. No peak.\\ | ||
- | **__Contextamation__** : | ||
- | 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__** : | ||
- | Driving threat; ticking bomb.\\ | ||
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- | 3pm //Post/Pluralism//\\ | ||
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- | **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. | ||
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- | **application to the workshop** | ||
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- | **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... | ||
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- | 3:30pm //Hyper/Pluralism//\\ | ||
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- | 4pm //Hyper/Automation//\\ | ||
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- | 4pm Hyper/Automation – drawing studio Galef 212\\ | ||
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- | LSEF – Loop School of Exponential Form | ||
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- | 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\\ | ||
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- | Process: **Disgest Machine** is an algorithmic system for developing and generating exponential excremented design\\ | ||
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- | Space: Chamber of reflective disposal is an inner sanctum to the reading, review, and debugging your code of design constraints | ||
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- | *4:30pm //Hyper/Visual Rhetoric//\\ | ||
- | 3 Artifacts – Trajectory of the Design Student in a Hyperformal Visual Rhetorical Curriculum | ||
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- | Beginning | ||
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- | 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. | ||
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- | 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. | ||
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- | Possible Resource List (documents outside influences) | ||
- | http://www.purselipsquarejaw.org/surrealist_games/ | ||
- | https://storycorps.org | ||
- | https://www.thisamericanlife.org | ||
- | Lemonade / Beyonce | ||
- | YouTube | ||
- | ... | ||
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- | Middle | ||
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- | 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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