2010s Week 1
Each student will create one entry into our digital publication. I’ll introduce our CMS and the available modules in the next couple weeks. The design of the publication and the modules available are already designed, which means that your work in this class will be about developing unique content to use as an entry.
Each entry is required to have some combination of writing and image(s) but the ratio and format is up to you. All of the content (images, photos, videos, animations, text) that you use must be entirely created by yourself. Additionally, your approach to writing the response is flexible however it must follow one rule – whatever you’re talking about has to connect to an audience larger than yourself. For example, let’s say the first thing that comes to mind when answering “What Did the 2010s Look Like” is your high school graduation. Writing a personal response about your graduation day with photos of your family isn’t acceptable, however, it could be acceptable if the text is about a general feeling that defines the 2010s for a larger audience, or if you pick apart certain details from your graduation ceremony that informed our visual landscape and focus on that.
Again, the content is very open ended, however one thing I’d like to avoid is the idea of a trend round up (i.e the top songs of the past decade! the biggest fashion trends of the past decade!). I’d like us all to commit to trying to create a new way of looking at the near recent past.
Class Code of Conduct
At the start of each semester, I like to create a group agreement, otherwise known as a code of conduct that has been written collectively. (As a reference, we might refer to the School for Poetic Computation’s ).
Each person must add at least one item! Please list below and try to suggest working techniques that encourage positive results as well as discussion techniques that lead to a productive classroom environment.
-Importance of an open mind
-Freedom to experiment
-One individual is capable of a lot
make meaningful work
If you’re not interested in it, don’t do it
Research informed process
Develop a methodology of thinking and making
make a portfolio piece we’re proud of
create a safe working space
give effective and thorough critiques
Give constructive criticism
Create an environment of sharing work that’s not based on personal preference
More questions and engagement during critiques
Same amount of time for project review
Create unique work that’s not already out there
-Give respectful feedback
-Allow one to finish what they are saying (step up, step down)
-Be fully present during class interactions
Collaborate and ideate together
-Revisit and improve work
We Don’t Do
Differentiate based on race, gender,
Activity 1: Brainstorming
Let’s start by mapping out some ideas. I like to “write hot and edit cold,” meaning that I try to generate as many ideas at once and then go back and edit out the stronger directions.
Using the above link, let’s work independently and then as a group to generate some thoughts. Start with the first ideas that come to mind, stream of consciousness is OK! Feel free to include sketches and images.
Add as many items as you like, but let’s aim to each have at least 3 posts. Once everyone is done, let’s take a look and see if we can start organizing our content into similar categories.