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Post your artifact proposals below by 12pm, Saturday, July 22, 2017. Schedule for Individual Meetings with Visiting Critics (Lighting Studio, 105, Galef):
2pm Post/Visual Rhetoric

2:30pm Post/Automation

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.
3pm Post/Pluralism

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
*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. End Student develops their own Historiography that includes their Visual References/Portfolio/Narrative)