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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: |
| * Or what qualities does it have? How do you think it informs itself about the world around it? Name it based on those qualities. | * Or what qualities does it have? How do you think it informs itself about the world around it? Name it based on those qualities. | ||
| - | * Research assignment: What lived in your area before? What do you think is missing now? What qualities does your environment lack? | ||
| == Session3 Regeneration == | == Session3 Regeneration == | ||
| * Regenerative practices | * Regenerative practices | ||
| - | * What would your area need? How do you create | + | * What would your area need? How can habitat |
| - | * Assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | + | * 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 and design a way for others to experience the perspective of your animal during a hike. How can someone experience the world from that perspective? |
| - | * Assignment 4th year: How can local people become active participants in that reconnection? | + | * <del>Assignment 4th year: How can local people become active participants in that reconnection?</ |
| + | * Research assignment: What lived in your area before? What do you think is missing now? What qualities does your environment lack? | ||
| == Session4 Rewilding == | == Session4 Rewilding == | ||
| - | * What would your area need? Which organisms can regenerate it? | + | * <del>What would your area need? Which organisms can regenerate it?</ |
| - | * (Coral, trees, wolves they all create | + | * Make groups: if you look at your animals, where are opportunities for coexistence? |
| - | * Assignment: find three spots in your area where you see potential for rewilding. | + | Group: what do each of your animals need? Where do their interests match or clash? How could such different needs be brought together? (Afterwards give example of Aboriginal totems). |
| - | * (What timescale do you design for?) | + | * What timescale do you design for? |
| + | * Field assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | ||
| + | * Choose an environmental process in your neighbourhood. Translate its properties into a being. | ||
| == Session5 Team work == | == Session5 Team work == | ||
| - | * Based on previous lesson, work in groups on one organism. Who are the experts? | + | * <del>Based on previous lesson, work in groups on one organism. Who are the experts?</ |
| - | * assignment: Design a research team: what kinds of expertise are needed? (What is in it for them?) | + | * <del>assignment: Design a research team: what kinds of expertise are needed? (What is in it for them?)</ |
| - | * assignment 4th year: Design a research week. Location. Team. Question. | + | * <del>assignment 4th year: Design a research week. Location. Team. Question.</ |
| - | * (Don’t design the team sitting in your classroom. Do it on location!) | + | * <del>(Don’t design the team sitting in your classroom. Do it on location!)</ |
| + | * What does your area need? What natural cycles are missing, disrupted? How to reconnect. What qualities are lacking in your area? Make a list of these qualities. Give them to an other group and they will design a creature (character design, mythological being) based on those. At the end of the class we see if those Monsters fit their purpose. | ||
| + | * 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 == | == Session6 Animals as guides == | ||
| - | * What qualities do animals need to thrive? (Elephants memory, bioindicators, | + | * <del>What qualities do animals need to thrive? (Elephants memory, bioindicators, |
| - | * Ecologist can see this area needs… wolves. (Trophic cascades) | + | * <del>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? | + | * <del>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. | + | * <del>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?) | + | * <del>(In what ways does that help to think about the role of animals, in what ways does it hinder?)</ |
| == Session7 == | == Session7 == | ||
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