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memory_code [2020-11-28 08:39] – theunkarelse | memory_code [2023-02-10 10:39] – theunkarelse | ||
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- | ==== Memory | + | ==== Monster |
- | A term coined | + | //Monster// refers to imagination. //Code// refers to encoding things geographically. The name is an adaptation of //Memory Code// the title of the book by Lynne Kelley, on ways of encoding environmental, |
+ | * monster: **our memory of character**: | ||
+ | * code: **our memory for geography**: | ||
+ | | ||
- | ==== Hiking with Monsters ==== | + | [[monstercode_intro]] and [[memory_craft]] |
- | Notes an a student program run by Theun. | + | |
- | == Session1 Fieldwork == | ||
- | * Intro fieldwork practice | ||
- | Assignment: what place would you like to explore, how would you do it? | ||
- | Assignment 4th year: How do you share that exploration with others? | ||
- | == Session2 What lives here now. == | ||
- | * Intro Nederlands landscape. | ||
- | * Set up whatsapp (or otherwise) | ||
- | * Assignment: find a creature that interests you, how would you design a way to communicatie with it? Give it a name that is based on how you communicate with it. | ||
- | == Session3 Moth Snowstorm, what used to live here? == | + | ==== Reading notes ==== |
- | * Intro Moth Snowstorm, life at full volume. Shifting baselines. Montbiot animation. | + | |
- | * Assignment: What lived in your area before? What do you think is missing now? What qualities are missing? | + | |
- | * (image of Amsterdam as swamp) | + | |
- | == Session4 Regeneration | + | === Stephen Muecke on speaking with Paddy Roe === |
- | * Regenerative practices | + | |
- | * What would your area need? How do you create habitat? | + | |
- | * Assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | + | |
- | * Assignment 4th year: How can local people become active participants in that reconnection? | + | |
- | == Session5 Rewilding == | + | //“Not only was his (Aboriginal elder Paddy) knowledge not reproduced in books like the ones he nevertheless wanted to write with me, but it had nothing to do with authorship. Knowledge didn’t originate with individuals, |
- | * What would your area need? Which organisms can regenerate | + | \\ |
- | | + | As Paddy and I were walking the beautiful coastline north of Broome, he would point out things, tell stories, call out to ancestors, and sing songs that belonged to particular places. The songs were important because they were inspirational |
- | * Assignment: find three spots in your area where you see potential | + | \\ |
+ | But how on Earth does knowledge transfer work without a concept of mind? Understanding, | ||
- | == Session6 Team work == | + | === Biggest Estate === |
- | * Based on previous lesson, work in groups | + | Bill Gamage, //Biggest Estate on Earth//: |
- | * assignment: Design | + | * pg 126 every part of land, sea and sky must lie on a songline otherwise an ancestor can’t have created it and it would not exist |
- | * assignment 4th year: Design a research week. Location. Team. Question. | + | * pg 126 repeat |
- | * (Don’t design | + | * pg 126 from far away they can discuss |
+ | * pg 127 shape signifies life, in death they loose shape, so all things with shape have soul / Julian Barbour geometry is fundamental to the universe | ||
+ | * pg 127 the soul passes from one chariot to another and this gives creation order, it moves through a particular set of things created by the same ancestor | ||
- | == Session7 Animals as guides | + | ==== Hiking with Monsters at Amelisweerd 2021/2022 ==== |
- | * What qualities do animals need to thrive? (Elephants memory, bioindicators, | + | Notes on a research program in collaboration with Sjef van Gaalen |
- | * Ecologist can see this area needs… wolves. (Trophic cascades) | + | |
- | * Assignment: (I give 5 animals | + | |
- | * Assignment after class: translate those qualities into a human being a character. | + | |
- | * (In what ways does that help to think about the role of animals, in what ways does it hinder?) | + | |
- | == Session8 | + | === Stage1: Monster Code, Landscape as Mindpalace === |
- | * Qualities of animals | + | Monster Code explores techniques for encoding environmental knowledge directly into the environment itself. Imagination (monsters) and geographic memory are key pillars this builds on. Basically associating knowledge to features |
- | * Australia | + | This first phase of the research is about rapid prototyping, |
- | * Assignment: memory walk | + | \\ |
- | + | Prototyping phase:\\ | |
- | == Session9 == | + | * timeline |
- | * Memory walk field test together. | + | * timeline of hominids encoded into opposite side of shopping street |
- | * Assignment: design a multi generational knowledge system. How can our understanding and experience | + | * mindpalace of damselflies |
- | * (Floppy disc vs. songline) | + | |
- | + | ||
- | == Session10 == | + | |
- | * Discuss the multigenerational knowledge systems. | + | |