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memory_code [2020-12-01 17:37] – theunkarelse | memory_code [2021-04-11 08:12] – [Hiking with Monsters at Amelisweerd 2021/2022] theunkarelse | ||
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==== Memory Code ==== | ==== Memory Code ==== | ||
- | A term coined | + | Title of the book by Lynne Kelley. Ways of encoding environmental, |
- | ==== Hiking with Monsters ==== | + | ==== Hiking with Monsters |
+ | Notes on a research program in collaboration with Sjef van Gaalen and Creative Coding Utrecht. | ||
+ | |||
+ | == Stage1 Landscape as Mindpalace == | ||
+ | |||
+ | < | ||
+ | |||
+ | ==== Hiking with Monsters at ArtEZ 2020/ | ||
Notes an a student program run by Theun. | Notes an a student program run by Theun. | ||
- | == <del>Session1 Fieldwork</ | + | == Session1 Fieldwork == |
* Intro fieldwork practice | * Intro fieldwork practice | ||
* Assignment: what place would you like to explore, how would you do it? | * Assignment: what place would you like to explore, how would you do it? | ||
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* Intro Nederlands landscape. | * Intro Nederlands landscape. | ||
* Set up whatsapp (or otherwise) | * 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. | + | * Field assignment: find a creature that interests you, <del>how would you design a way to communicatie with it?</ |
+ | * Or what qualities does it have? How do you think it finds its way in the world? Are there talents you share? < | ||
- | == Session3 Moth Snowstorm, what used to live here? == | ||
- | * 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 | + | == Session3 |
* Regenerative practices | * Regenerative practices | ||
- | * What would your area need? How do you create | + | * <del>What would your area need? How can habitat |
- | * Assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | + | * guest: Vasanth Bosco |
- | * Assignment 4th year: How can local people become active participants in that reconnection? | + | * review assignment last week |
+ | * Field assignment: Take a 1 hour hike from the perspective of your animal. Try to experience the world through it’s eyes, ears, of antennae. Slow as snail, fast as a bird. Report your experience, what do you notice about the area through the animal perspective? | ||
+ | * Design an exercise for others so they can experience the perspective of your animal. How can someone experience the world from that perspective? | ||
+ | * <del>Assignment 4th year: How can local people become active participants in that reconnection? | ||
+ | * Research assignment: What lived in your area before? What traces are left, if any? What do you think is missing now? What qualities does your environment lack? Choose one quality and propose a way it can be regenerated. | ||
- | == Session5 Rewilding | + | == Session4 === |
- | * What would your area need? Which organisms can regenerate it? | + | * take 4 characteristics or qualities from your animal and give them to a class mate. He/she designs a character based on the qualities and gives you back the ' |
- | * (Coral, trees, wolves they all create opportunities for biodiversity | + | * take a 1 hour hike with your monster. |
- | * Assignment: find three spots in your area where you see potential for rewilding. | + | |
- | * (What timescale do you design for?) | + | |
- | == Session6 Team work == | + | == Session4 Rewilding |
- | * Based on previous lesson, work in groups | + | * < |
- | * assignment: Design a research team: what kinds of expertise are needed? (What is in it for them?) | + | * < |
- | * assignment | + | * In groups: what do each of your animals need? Where do their interests match or clash? How could such different needs be brought together? (Multispecies design) (Afterwards give example of Aboriginal totems). |
- | * (Don’t design the team sitting in your classroom. Do it on location!) | + | * What timescale do you design |
+ | * Field assignment: | ||
- | == Session7 Animals as guides == | ||
- | * What qualities do animals need to thrive? (Elephants memory, bioindicators, | ||
- | * Ecologist can see this area needs… wolves. (Trophic cascades) | ||
- | * Assignment: (I give 5 animals and plants) in groups: what are the qualities of those 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 | + | == Session5 Team work == |
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * Group: Choose one of your animals. Make a list of the qualities of your animal. Give them to an other group and they will design a creature (character design, mythological being) based on those. < | ||
+ | * field assignment: hike with your Monster through your area: what do you notice from the monsters perspective? | ||
+ | * Assignment 4th year: How can the monster / creature activate local people? Or more formally: how can locals people become active participants in reconnecting environmental processes? | ||
+ | |||
+ | == Session6 Animals as guides == | ||
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * < | ||
+ | * Choose an environmental process in your neighbourhood. Translate its properties into a being. Assignment: ask someone else to hike with that Monster. | ||
+ | |||
+ | == Session7 | ||
* Qualities of animals and plants in the long now. | * Qualities of animals and plants in the long now. | ||
* Australia and aboriginals. Tending the wild. | * Australia and aboriginals. Tending the wild. | ||
* Assignment: memory walk | * Assignment: memory walk | ||
- | == Session9 | + | == Session8 |
* Memory walk field test together. | * Memory walk field test together. | ||
* Assignment: design a multi generational knowledge system. How can our understanding and experience of the environment be shared across time? | * Assignment: design a multi generational knowledge system. How can our understanding and experience of the environment be shared across time? |