Show pageOld revisionsBacklinksBack to top You've loaded an old revision of the document! If you save it, you will create a new version with this data. Media Files==== Memory Code ==== A term coined by Lynne Kelley. Ways of encoding environmental, ethological and cultural knowledge directly into the environment (or objects) ==== Hiking with Monsters ==== 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, <del>how would you design a way to communicatie with it?</del> * Or what qualities does it have? How do you think it finds its way in the world? Are there talents you share? <del>Name it based on those qualities.</del> == Session3 Regeneration == * Regenerative practices * <del>What would your area need? How can habitat be reinvigorated, restored?</del> * 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? * <del>Assignment 4th year: How can local people become active participants in that reconnection?</del> * 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 'monster'. * take a 1 hour hike with your monster. == Session4 Rewilding == * <del>What would your area need? Which organisms can regenerate it?</del> * Make groups: if you look at your animals, where are opportunities for coexistence? How could this animal live there? What would be needed? 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) * Choose an environmental process in your neighbourhood. Translate its properties into a being. == Session5 Team work == * <del>Based on previous lesson, work in groups on one organism. Who are the experts?</del> * <del>assignment: Design a research team: what kinds of expertise are needed? (What is in it for them?)</del> * <del>assignment 4th year: Design a research week. Location. Team. Question.</del> * <del>(Don’t design the team sitting in your classroom. Do it on location!)</del> * 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 == * <del>What qualities do animals need to thrive? (Elephants memory, bioindicators, animals/plants as messengers)</del> * <del>Ecologist can see this area needs… wolves. (Trophic cascades)</del> * <del>Assignment: (I give 5 animals and plants) in groups: what are the qualities of those animals?</del> * <del>Assignment after class: translate those qualities into a human being a character.</del> * <del>(In what ways does that help to think about the role of animals, in what ways does it hinder?)</del> == 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. Please fill all the letters into the box to prove you're human. Please keep this field empty: SavePreviewCancel Edit summary Note: By editing this page you agree to license your content under the following license: CC Attribution-Share Alike 4.0 International memory_code.1607457891.txt.gz Last modified: 2020-12-08 20:04by theunkarelse