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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 === | ||
+ | |||
+ | //Not only was his 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, | ||
+ | |||
+ | ==== Hiking with Monsters at ArtEZ 2020/ | ||
Notes an a student program run by Theun. | Notes an a student program run by Theun. | ||
Line 14: | Line 21: | ||
* 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? |