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| memory_code [2020-12-01 19:33] – theunkarelse | memory_code [2020-12-08 20:07] – theunkarelse | ||
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| * Intro Nederlands landscape. | * Intro Nederlands landscape. | ||
| * Set up whatsapp (or otherwise) | * Set up whatsapp (or otherwise) | ||
| - | * Field 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?</ |
| - | * Research assignment: What lived in your area before? What do you think is missing now? What qualities are missing? | + | * 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. | ||
| - | * (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 a way for others | ||
| + | * <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?) | + | * Make groups: if you look at your animals, where are opportunities for coexistence? How could this animal live there? What would be needed? Rewilding. |
| - | * 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 | + | * What timescale do you design |
| + | * Field assignment: | ||
| + | * Choose an environmental process | ||
| - | == Session7 Animals as guides | + | == Session5 Team work == |
| - | * What qualities do animals need to thrive? (Elephants memory, bioindicators, | + | * < |
| - | * Ecologist can see this area needs… wolves. | + | * < |
| - | * Assignment: (I give 5 animals and plants) | + | * < |
| - | * Assignment after class: translate those qualities | + | * <del>(Don’t design the team sitting |
| - | * (In what ways does that help to think about the role of animals, | + | * What does your area need? What natural cycles |
| + | * Group: Choose one of your animals. Make a list of the qualities | ||
| + | * 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 | ||
| - | == Session8 | + | == Session6 Animals as guides == |
| + | * < | ||
| + | * < | ||
| + | * < | ||
| + | * < | ||
| + | * < | ||
| + | |||
| + | == 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? | ||
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