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memory_code [2021-04-12 13:25] – theunkarelse | memory_code [2023-02-10 10:32] – theunkarelse | ||
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- | ==== Memory | + | ==== Monster |
- | Title of the book by Lynne Kelley. Ways of encoding environmental, | + | //Monster// refers to imagination. //Code// refers to encoding things geographically. The name is an adaptation of //Memory Code// the title of the book by Lynne Kelley, on ways of encoding environmental, |
- | * **our memory for geography**: | + | * monster: **our memory of character**: |
- | | + | * code: **our memory for geography**: |
+ | | ||
+ | |||
+ | [[monstercode_intro]] | ||
==== Hiking with Monsters at Amelisweerd 2021/2022 ==== | ==== Hiking with Monsters at Amelisweerd 2021/2022 ==== | ||
Notes on a research program in collaboration with Sjef van Gaalen and Creative Coding Utrecht. | Notes on a research program in collaboration with Sjef van Gaalen and Creative Coding Utrecht. | ||
- | === Stage1: Landscape as Mindpalace === | + | === Stage1: |
+ | Monster Code explores techniques for encoding environmental knowledge directly into the environment itself. Imagination (monsters) and geographic memory are key pillars this builds on. Basically associating knowledge to features and hooks in the landscape, by the power of imagination and story. That power is considerable, | ||
+ | This first phase of the research is about rapid prototyping, | ||
+ | \\ | ||
+ | Prototyping phase:\\ | ||
+ | * timeline of presidents encoded into shopping street | ||
+ | * timeline of hominids encoded into opposite side of shopping street (each block 1 million years) | ||
+ | * mindpalace of damselflies | ||
=== Stage2: Hiking with Monsters === | === Stage2: Hiking with Monsters === | ||
- | ==== Hiking with Monsters at ArtEZ 2020/2021 ==== | ||
- | Notes an a student program run by Theun. | ||
- | == Session1 Fieldwork == | ||
- | * Intro fieldwork practice | ||
- | * Assignment: what place would you like to explore, how would you do it? | ||
- | * Assignment 4th year: How do you share that exploration with others? | ||
- | == Session2 What lives here now. == | + | ==== Reading notes ==== |
- | * Intro Nederlands landscape. | + | |
- | * Set up whatsapp (or otherwise) | + | |
- | * Field assignment: find a creature that interests you, < | + | |
- | * Or what qualities does it have? How do you think it finds its way in the world? Are there talents you share? < | + | |
+ | === Stephen Muecke on speaking with Paddy Roe === | ||
- | == Session3 Regeneration == | + | //“Not only was his (Aboriginal elder Paddy) 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, |
- | * Regenerative practices | + | \\ |
- | * < | + | As Paddy and I were walking the beautiful coastline north of Broome, he would point out things, tell stories, call out to ancestors, and sing songs that belonged to particular places. The songs were important because |
- | * guest: Vasanth Bosco | + | \\ |
- | * review assignment last week | + | But how on Earth does knowledge transfer work without a concept of mind? Understanding, |
- | * Field assignment: Take a 1 hour hike from the perspective | + | |
- | * Design an exercise for others so they can experience | + | |
- | * < | + | |
- | * Research assignment: What lived in your area before? What traces | + | |
- | == 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 == | ||
- | * < | ||
- | * < | ||
- | * 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? | ||
- | * Field assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | ||
- | |||
- | |||
- | == 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. | ||
- | * Australia and aboriginals. Tending the wild. | ||
- | * Assignment: memory walk | ||
- | |||
- | == Session8 == | ||
- | * 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? | ||
- | * (Floppy disc vs. songline) | ||
- | |||
- | == Session10 == | ||
- | * Discuss the multigenerational knowledge systems. | ||
- | |||
- | ==== Reding notes ==== | ||
=== Biggest Estate === | === Biggest Estate === | ||
Bill Gamage, //Biggest Estate on Earth//: | Bill Gamage, //Biggest Estate on Earth//: | ||
Line 91: | Line 43: | ||
* pg 127 the soul passes from one chariot to another and this gives creation order, it moves through a particular set of things created by the same ancestor in the Dreaming. | * pg 127 the soul passes from one chariot to another and this gives creation order, it moves through a particular set of things created by the same ancestor in the Dreaming. | ||
* | * | ||
- | === Memory Craft === | + | ==== Memory Craft, hands-on: ==== |
- | Theun: | + | === Theun: |
- | * The first step is looking at what structure / order makes sense for your ' | + | * The first step is looking at what structure / order makes sense for your ' |
- | * Do I store it linearly | + | * Do I store it linearly? (for example a timeline) |
- | * Or grouped in a mind palace?(for example species) | + | * Or grouped in a mind palace?(for example |
- | * I go through | + | * A mindpalace is more limited to memorising and doesn' |
- | * I make small sketches to settle the narrative, otherwise variants keep coming up. | + | * linear / narrative models have a much wider impact than retention of memory, because they help see relationships and patterns |
- | * Sketching | + | * usually there is a process of a few days figuring out what the most useful ordering might be and small tests with 5 or so elements trying out ways of encoding. |
- | * If characters are needed, what action | + | * You may know an area from memory, but going there physically always gives much more lively associations and surprising " |
+ | * I make very basic sketches | ||
+ | * This sketching | ||
+ | * What you are aiming for basically is little " | ||
+ | * If characters are needed, what activity | ||
* Later in the process I can see if I need extra emphasis using the physicality of make visible or tangible artefacts to endorse the memories? | * Later in the process I can see if I need extra emphasis using the physicality of make visible or tangible artefacts to endorse the memories? | ||
- | * Lynne says that once established you will be inclined to do additional research on your subjects, I can confirm that. Making a mind-palace or walk, does trigger curiosity and you start to add more and more details into your subects, hooks, nodes.. (I observe this even after only two or three weeks of full-on | + | * Lynne says that once established you will be inclined to do additional research on your subjects, I can confirm that. Making a mind-palace or walk, does trigger curiosity and you start to add more and more details into your subjects, hooks, nodes.. (I observe this even after only two or three weeks of full-on |
- | Lynne Kelly, //Memory Craft//: | + | === Lynne Kelly' |
+ | From Lynne Kelly, //Memory Craft// | ||
=== First order your data: === | === First order your data: === | ||
No matter what topic you choose, as soon as you have your information structured into some sort of order, you are ready to go. | No matter what topic you choose, as soon as you have your information structured into some sort of order, you are ready to go. | ||
=== Repeat: === | === Repeat: === | ||
- | I make new associations at a rate of perhaps a few a day, and revise them later that day, the next day, in a week, and again in a month if I need to. | + | I make new associations at a rate of perhaps a few a day, and revise them later that day, the next day, in a week, and again in a month if I need to. |
+ | * First review: Immediately | ||
+ | * Second review: 24 hours later | ||
+ | * Third review: One week later | ||
+ | * Fourth review: One month later | ||
+ | * Fifth review: | ||
+ | (Theun: I do at least 5 to 10 reviews the first days for longer sequences, before it really starts to settle, but apparently with practice this becomes quicker.) | ||
=== Don’t worry there is enough detail: === | === Don’t worry there is enough detail: === | ||
Line 154: | Line 117: | ||
* It may be that the original Neolithic balls were painted to make each knob different. I haven’t found this necessary. With use, I found that each knob is uniquely identifiable. This might be due to its position in my hand as I hold the ball or the slightly different feel as I touch it. I use a ball for short songs from many of my memory experiments. And on another ball half is for my language songs (French, Chinese). The other half is for world geography, where I use a knob for each verse. For example, my Africa song has four verses that are encoded to four sequential knobs. In the verses I move clockwise around the continent, occasionally jumping inward. | * It may be that the original Neolithic balls were painted to make each knob different. I haven’t found this necessary. With use, I found that each knob is uniquely identifiable. This might be due to its position in my hand as I hold the ball or the slightly different feel as I touch it. I use a ball for short songs from many of my memory experiments. And on another ball half is for my language songs (French, Chinese). The other half is for world geography, where I use a knob for each verse. For example, my Africa song has four verses that are encoded to four sequential knobs. In the verses I move clockwise around the continent, occasionally jumping inward. | ||
- | * I work around each carved ball over a week or so, singing each song in the sequence defined by the wooden balls. I sing in the shower, when cooking or gardening, or while walking in the bush. Every few months at least, each song will be sung. It is my ceremonial cycle. | + | * I work around each carved ball over a week or so, singing each song in the sequence defined by the wooden balls. I sing in the shower, when cooking or gardening, or while walking in the bush. Every few months at least, each song will be sung. It is my '**ceremonial cycle**'. |
=== Greek mythology, objects on a tiny stage: === | === Greek mythology, objects on a tiny stage: === |