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memory_code [2020-12-08 20:07] – theunkarelse | memory_code [2023-02-10 10:41] – theunkarelse | ||
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- | ==== Memory | + | ==== Monster |
- | A term coined | + | //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, |
+ | * monster: **our memory of character**: | ||
+ | * code: **our memory for geography**: | ||
+ | | ||
- | ==== Hiking with Monsters ==== | + | [[monstercode_intro]] and [[memory_craft]] |
- | 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. == | ||
- | * 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? < | ||
+ | ==== Reading notes ==== | ||
- | == Session3 Regeneration | + | === Stephen Muecke on speaking |
- | * Regenerative practices | + | |
- | * < | + | |
- | * 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 a way for others to hike with the perspective of your animal. How can someone experience the world from that perspective? | + | |
- | * < | + | |
- | * 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 === | + | //“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, |
- | * take 4 characteristics or qualities from your animal | + | \\ |
- | * take a 1 hour hike with your monster. | + | 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 they were inspirational (in the original Latin sense of a truth being breathed into someone). Their significance was, and is, multiple: they are handed down from ancestors; they tie human and nonhuman worlds together and animate those connections; |
+ | \\ | ||
+ | But how on Earth does knowledge transfer work without | ||
- | == Session4 Rewilding | + | === Biggest Estate === |
- | * < | + | Bill Gamage, |
- | * Make groups: if you look at your animals, where are opportunities for coexistence? | + | * pg 126 every part of land, sea and sky must lie on a songline otherwise an ancestor can’t have created it and it would not exist |
- | * 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). | + | * pg 126 repeat the song exactly because the creator ancestor is listening |
- | * What timescale do you design | + | * pg 126 from far away they can discuss a tree or creek and who is responsible |
- | * Field assignment: what natural cycles are missing, disrupted? How to reconnect. (Any size, tiny ant tunnel) | + | * pg 127 shape signifies life, in death they loose shape, so all things with shape have soul / Julian Barbour geometry is fundamental to the universe |
- | * Choose an environmental process in your neighbourhood. Translate its properties into a being. | + | * pg 127 the soul passes from one chariot to another and this gives creation order, it moves through |
- | == Session5 Team work == | + | ==== Hiking with Monsters at Amelisweerd 2021/2022 ==== |
- | * < | + | Notes on a research |
- | * < | + | |
- | * < | + | |
- | * < | + | |
- | * 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. 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 | + | === Stage1: Monster Code, Landscape |
- | * < | + | Monster Code explores techniques for encoding environmental knowledge directly into the environment itself. Imagination |
- | * < | + | This first phase of the research is about rapid prototyping, |
- | * < | + | \\ |
- | * < | + | Prototyping phase:\\ |
- | * < | + | * timeline of presidents encoded into shopping street |
- | + | * timeline | |
- | == Session7 == | + | * mindpalace of damselflies |
- | * Qualities | + | |
- | * 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 | + | |
- | * (Floppy disc vs. songline) | + | |
- | + | ||
- | == Session10 == | + | |
- | * Discuss the multigenerational knowledge systems. | + | |