Differences
This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revisionBoth sides next revision | ||
memory_code [2020-12-06 09:09] – theunkarelse | memory_code [2021-04-12 12:44] – [Hiking with Monsters at Amelisweerd 2021/2022] theunkarelse | ||
---|---|---|---|
Line 1: | Line 1: | ||
==== Memory Code ==== | ==== Memory Code ==== | ||
- | A term coined | + | Title of the book by Lynne Kelley. Ways of encoding environmental, |
+ | * **our memory for geography**: | ||
+ | * **our memory of character**: | ||
- | ==== 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 === | ||
+ | |||
+ | |||
+ | |||
+ | === Stage2: Hiking with Monsters === | ||
+ | |||
+ | ==== Hiking with Monsters at ArtEZ 2020/ | ||
Notes an a student program run by Theun. | Notes an a student program run by Theun. | ||
Line 20: | Line 31: | ||
== Session3 Regeneration == | == Session3 Regeneration == | ||
* Regenerative practices | * Regenerative practices | ||
- | * What would your area need? How can habitat be reinvigorated, | + | * <del>What would your area need? How can habitat be reinvigorated, |
- | * 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 | + | * guest: Vasanth Bosco |
+ | * 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 | ||
* < | * < | ||
- | * Research assignment: What lived in your area before? What qualities did it need / bring? What do you think is missing now? What qualities does your environment lack? | + | * 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. |
+ | |||
+ | == Session4 === | ||
+ | * 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 ' | ||
+ | * take a 1 hour hike with your monster. | ||
== Session4 Rewilding == | == Session4 Rewilding == | ||
* < | * < | ||
- | * Make groups: if you look at your animals, where are opportunities for coexistence? | + | * <del>Make groups: if you look at your animals, where are opportunities for coexistence? |
* 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). | * 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). | ||
* 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) | * 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 == | ||
Line 38: | Line 56: | ||
* < | * < | ||
* < | * < | ||
- | * 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. | + | * <del>What does your area need? What natural cycles are missing, disrupted? How to reconnect. What qualities are lacking in your area?</ |
+ | * Group: Choose one of your animals. | ||
* field assignment: hike with your Monster through your area: what do you notice from the monsters perspective? | * 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? | + | * 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 == | ||
Line 48: | Line 67: | ||
* < | * < | ||
* < | * < | ||
+ | * Choose an environmental process in your neighbourhood. Translate its properties into a being. Assignment: ask someone else to hike with that Monster. | ||
== Session7 == | == Session7 == |