Reading, Writing & Research Methodologies 2012/2013

This is a shared page for the R,W & R module.

Assignments

Trimester 3

5-6-13

Writing machines:

http://www.youtube.com/watch?v=jjT1O0oPtxE

http://www.youtube.com/watch?v=lWVABqw3Xd4

Upload answers here:

How does it make you feel?

What kind of atmosphere does it evoke?

What was the motivation behind making it?

What preceded it?

What will follow it?

What’s holding it together?

How long will it last?

Where are its edges?

Is it original?

What does it evoke?

To whom does it speak?

Can it touch you?

When was the work made?

Can it be destroyed?

When did it begin to exist?

What is its status?

What is its economy?

What is it influenced by

Under what conditions would it fail?

What is the measure of its success?

12-6-13

results at end of class:

Group A: (outline= 20 words)

Group B: (outline= 20 words)

Designs for a writing machine:

formats could include: digital - physical - interface - generative engines - formulas - external forums &c

Group NIEK MARLON MENNO:
Three (or more) generations of text
Writing three texts (or more) at the same time. While writing the original text simultaneously you are writing more texts where formula’s are applied to. This way the structure of the text remains the same, however the form/output will change depending on what formula is used.

Auto-Complete Writing Machine
Using a form of auto-complete or spell check to alter a text while writing in real time!

Start:
Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmer's wife. Their house was small, for the lumber to build it had to be carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in another corner. There was no garret at all, and no cellar--except a small hole dug in the ground, called a cyclone cellar, where the family could go in case one of those great whirlwinds arose, mighty enough to crush any building in its path. It was reached by a trap door in the middle of the floor, from which a ladder led down into the small, dark hole.

English-German-English google translation:
Their house was small, for the lumber to build it had to be carried by wagon many miles.
Their house was small, to build for the wood that had to be transported by many car Miles.
It was reached by a trap door in the middle of the floor, from which a ladder led down into the small, dark hole.
It was achieved by a trap door in the center of the bottom, from which a conductor led down into the small dark hole.

Iphone Auto-Correction:
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English-German-English auto correction in word:
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Speech to text:
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Second Speech to text:
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==

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Group two: outline here

Exquisite Corpse extended:

Start: essay or description of work Begin: modify the text by infusing certain sentences from various new media essays and books (raid the office) Execute: By rolling dice it is determined where to pick the infused fragment from and where to put it.

Poster folding:

Start: twitter tweets from a specific account: could be Michael Murtaugh tweets Begin: the tweets are printed out, cut up and glued to a piece of paper Execute: fold the paper and produce exiting new combinations!

Binary oppositions:

Start: a text is needed Begin: The text is pasted in pirate pad and each participant is assigned a 'switch'-position Execute: the participants switch their given 'emotion' turning them opposite.

Contemporary infusion:

Start: essay or description of work Begin: The essay is split up in sentences. The latest headlines from the guardian, HackAday, Nettimers-mailing-list are produced. Execute: Infuse the found headlines between the sentences of the given essay.

May 30

Reader and feedback

key questions:

is the method clear?

is motivation clear?- (maybe use the discussion to talk about motivation)

how can the writer come to a conclusion?

Reading Writing Research Methods

Assignment one: 22 April - 15 May:

Self-directed research essay = 1000-1500 words

The aim of this exercise is:

(1) to further articulate your practice and to discuss it within a broader cultural and historical context

(2) to identify and articulate a methodology

Some of you have already made progress in producing texts which fulfill the above ends.

In the second year, when you produce your Final Project Proposal, then it will be necessary to demonstrate the ability to do the above.

Guidelines: The aim of this assignment is to use description of your work as a way of identifying and articulating your method. Describing first what and then how and why you make work often leads to discussions of the works context (what work is similar to the work you describe; what are the key ideas the work deals with) . The theoretical elements of the texts you write should therefore emerge from, and have a very clear connection with, the work you are making. For this experiment I am asking you to follow the method outlined above so that you can begin to reflect and write quite deeply about the work you are making. A second method you will find useful is to draw on annotations of texts you have read which have a particular relation to the work you make.

link title Timetable:

Outline: 23 April

First draft: 7th May (review in groups)

Final draft: 15th May (review in groups)

Tips on structure:

Aim: articulation of methodology

Structure:

Abstract = 50 words

Intro

Text:

Conclusion (recapping the main issues in the text)

Note on mode of address: imagine you are writing for a reader who is known to you (a peer or colleague).

What needs to be explained to them for them to understand what you do?

Upload Drafts Here
Mathijs Marlon Manno ROEL Niek Viking joak Nicole mmths Michaela Nan Yoana Lasse

PIRATEPAD: http://piratepad.net/kMpxZySx5m

Assignment two:

Writing Machines: 5, 12 and 19 June

Trimester 2

This trimester we will be looking at key terms in the media lexicon and study the ideas and work they inspire, beginning with:

Cultural Hegemony

9-1-13

links for 9-1-13 class

http://www.chadmccail.co.uk/billboard/billboards.html

http://www.chadmccail.co.uk/snake/snake.html

http://www.youtube.com/watch?v=kNDz0EWJwII

http://www.youtube.com/watch?v=3AnB8MuQ6DU

Texts under discussion this week:

The Ruling Class and the Ruling ideas, Karl Marx & Friedrich Engels

(i) History of the Subaltern Classes; (ii) The Concept of 'Ideology'; (iii) Cultural Themes: Ideological Material, Antonio Gramsci

Clip:

(the 'propaganda model', in) The Culture of Consent, Noam Chomsky

Week one: read Marx and Gramsci texts (if you haven’t got one Leslie has copies).

Assignment: gather together material comprising the following and bring that material to the seminar on Wednesday:

Make brief synopsis of each text:

Make notes on how Gramsci developed Marx’s idea

Posit your own definition for cultural hegemony

Speculate on how cultural hegemony might operate in the contemporary world... consider Chomsky’s use of the ‘propaganda model’. Can we consider the recent occupy movement and similar movements as countering cultural hegemony? If so, in what ways do they do this?

16-1-13

Cultural Hegemony Part two

1) You will work in groups on the texts you upload on to the wiki – at this point you should have material to work with and piece together, we can discuss what might be done with this material. [BUT DO NOT COME EMPTY HANDED]

2) Introduction into Adorno & Horkheimer and ‘the culture industry enlightenment as mass deception’

http://www.bbc.co.uk/programmes/b00pr54s

23-1-13

Cultural Hegemony Part three

Counter-culture & the New left

The culture industry continued

Texts discussed:

Whole Earth Catalogue (issue #1, 1968)

Radical Software (issue # 1, 1970)

From Counterculture to Cyberculture, Fred Turner (2009)

Digital Culture, Charlie Gere (2008)

One Dimensional Man, Herbert Marcuse (1964)

All Watched Over by Machines of Loving Grace, Richard Brautigan (1967)

Clips:

Punishment Park, Peter Watkins (1970)

Abbie Hoffman and the yippies -- Bobby Seal and the Black Panthers-- Videofreeks (1968)

TV footage of 1968 Democratic Convention and 'police riot', Chicago (1968)

21-2-13

Welcome back to RWRM after Stock’s workshop. This session will be used to tie some loose ends together. The session will be in two parts

Agenda:

Item 1 (10:00 – 11:30):

EMO: encyclopedia of media objects has made a tentative start but we now need to build on it.

Action: during the session we will do the following:

a) Timetable for media object entry and cataloguing of lectures will be established

b) Each person will choose a media object and commit to it – so think carefully about your object before we meet – (please upload material for discussion before hand)

c) Make stub page on the wiki

d) Talk about how together we can make pages for the lectures (i.e.: revisit pirate pad and go through the audio of Femke's talk again to make more comprehensive notes to give us a starting point.)

Item 2 (11:45-13:00): Cultural Hegemony part four

Counterculture – cyberculture – the culture industry

Report on progress

Since the last session you have been reading the texts we discussed in the last seminar and also conducting your own research (at transmediale and elsewhere) that will result in your own self-directed research paper. Please upload what you have (draft, notes or finished paper) and we will discuss it in groups and plan for its completion.

Upload here

Trimester 1

November 2012

'YouTube mini- seminar: participatory surveillance post- TV.'

With YouTube and Facebook as the central media under investigation we will explore the role of 'consumer as producer' in the post (mass) media context, drawing on our understanding of Deleuze’s societies of control and Foucault’s notions of disciplinary societies and neoliberal governmentality

1 (31-10-12): a) screening of We Live in Public b) discussion of film c) identify areas of interest related to your work and allocation of texts

2: (6-11-12) Notes on The YouTube Reader and related texts

3: Seminar: presentations and screenings

Wednesday 17-10-2012

Assignment for the 17th: having listened to the advice of your peers, make changes to your texts and upload them on the wiki. Read and make notes of the text(s) you chose in the seminar. On the 17th we will discuss how the texts connect to each other and to your own work

Tuesday 09-10-2012

link to Holmes:

http://brianholmes.wordpress.com/2007/09/09/future-map/

Assignment for next week TUESDAY (9-10-2012)

Everyone reads Holmes text and makes notes (a line on every couple of paragraphs)

Those reading Deleuze: make synopsis = 250 words and also make synopsis of Holmes’ text = 250 words = 500 words

Those reading Oullette & Hay: Make synopsis of 250 words for each chapter = 500 words

Those reading Foucault: Make synopsis of 500 words = 500 words