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- | THE FOUR TENETS\\ | ||
- | OF POST-FORMAL\\ | ||
- | AUTOMATED PEDAGOGY\\ | ||
- | \\ | ||
- | Authored July, 2017 by\\ | ||
- | Denise Gonzalez Crisp\\ | ||
- | Nicole Killian\\ | ||
- | Selwa Sweidan\\ | ||
- | Davey Whitcraft | ||
- | **To swap and give,\\ always as a guest by invitation,\\ always already borrowing.\\ Each moment is new.\\ We others are always now. **\\ DÉOTHER. | ||
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- | **The state of doorlessness\\ and perpetual (touch) points.\\ De-analytic acceptance\\ of how and with whom\\ we make, we converse, we think.\\ No peak.**\\ NONENDGOAL | ||
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- | **Enfolding cycles of meaning,\\ inclusive of archives, libraries,\\ and personal histories.\\ Present minds in constant\\ reassembly of the ritual.\\ ** CONTEXTAMATION | ||
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- | **The prevailing threat\\ to creative production;\\ a ticking bomb.\\ Deliberate awareness of,\\ with intent to resist.\\ ** EGOMOTOR | ||
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- | _______ | ||
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- | We propose as a pedagogical method, a form of automation that exploits rules/algorithms that generate ephemeral yet consequential artifacts to support developing designers in **deothering**, mutual critical observation, and experience in the moment. Getting rid of all permanent artifacts, we value only literacy in systems and rule sets. | ||
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- | Using improvisational, now-based, score-based, systems based, rule-based parameters that counter the technocratic, human machine anxiety. **Nonendgoal** creation. Teach designers to design their position in relation to their tools and their communities. **Contextamation**. | ||
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- | A) How do we free the self from the **egomotor** that propels self-critical thinking, and instead encourage students embrace the moment of question and creation? | ||
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- | B) How do we empower students to rethink relationships to basic tools?Challenge power structures that are implicit in tools? | ||
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- | [[http://php.net|{{http://idyrself.com/img/bewersdorf_diagram.gif}}]] | ||
- | Net Art Diagram by Kevin Bewersdorf from Krystal South's [[Identify Yourself]][[http://idyrself.com/]] | ||
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- | [[https://www.youtube.com/watch?v=ibi-J74NyTw]] | ||
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- | ===== Process Notes & References: ===== | ||
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- | [[https://drive.google.com/file/d/0Bzz7d0u608hDQnMxemNwcUVTU1U/view?usp=sharing|Animated Process Notes Here!]] | ||
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- | **Examples of automation:** | ||
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- | * Brockmann (automating composition) | ||
- | * (last chapter / open ended room for research | ||
- | * Studio Moniker (conditional design) | ||
- | * Letterror Twins (beowulf /twin cities) | ||
- | * Piotr Szyhalski performances | ||
- | * Automated drawing (Nicole soph example) | ||
- | * Open Source Publishing OSP | ||
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- | **Automate Failure / Rules of Play** | ||
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- | * Automation frees up time or WHAT does it free us up to do? If design is actually something humans need to be doing? to Make art rather than design? | ||
- | * Performances that feature repetition, labor etc | ||
- | * Working on the same platform (industry standard)... pre-existing formats: software is an automator. How does that determine how we design | ||
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- | **WHO OWNS THE AUTOMATION TOOLS** | ||
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- | * i.e. Processing as a way of breaking that? | ||
- | * Open source, power of tools | ||
- | * Mapping: automapping | ||
- | * Current automation: boomering, auto messages, wake up call, in tune with one cycle. | ||
- | * published processes (GIT hub for designers): | ||
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- | **Sample In-Class Improvisation as algorithms:** | ||
- | * Read a section present in one sentence and create a set of instructions. | ||
- | * Improv critique | ||
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- | * Muscle confusion for the graphic designers | ||
- | * Program the discomfort. Program the external | ||
- | * Delimited time | ||
- | * Timing and the cycle (timing any-architecture) | ||
- | * In-time response | ||
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- | Automation sets something for future and ongoing use | ||
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- | Anonymous-press.com: generates zines from a word | ||
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- | The aesthetics of Index "Nicole Killian" | ||
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- | N. Katherine Hayles: nonconscious cognition | ||
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- | Marie Cool - repetitive mindfulness | ||
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- | Benjamon Bratton (post-anthropocenic, post-anthropomorphization of AI) | ||
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- | Laura Pappa | ||
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- | Kate Crawford | ||
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- | Politics of Study | ||
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- | Carlos Castenada's Tensegrities | ||
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- | FLUCT (dance/performance) | ||
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- | Generative tools: | ||
- | 1) Making happens on the back end | ||
- | 2) Set of instructions that requires making | ||
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- | Amount of intervention | ||
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- | 1. separating making from analyzing using automation | ||
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- | 2.consequential, it's about the experience: empathy, observation, collection, looking, slowing down | ||
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- | 3. to get them in the moment and to get started in a moment --- the cycle is the score or algorithm on a basic level. | ||
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- | 4. post-formalist education --- championing the ephemeral, consequential to be able to teach to the moment and not focus on teaching to the end goal to tap into experience empathy temporal | ||
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- | * Heiner Goebbels | ||
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- | * Clifford gertz --- anthropologist that adds the interpretation on the anthropologist is critical, how reality is interpreted | ||
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- | * Levinas --- to be conscious is to "we are only conscious to the other" | ||
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- | * "situated learning" | ||
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- | * Marx talking about revolutionary workers uprising, master/slave, reclaiming | ||
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- | * Designer as challenging monopolization by master/large tech owner | ||
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- | * Empowering the designer to question their relationship to the tools. as opposed to the default (of the model) | ||
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- | * Rethink simple architecture | ||
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- | * Questioning the hierarchy and access to the tools | ||
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- | * Modeling a re-architecture of assumptions | ||
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