http://folksonomy.co/?rss=2835 Folksonomy.co is a structured repository of digital culture and creative practice. en-au Creative Commons License: (cc), Simon Perkins Thu, 25 Apr 2013 13:20:19 +1000 Thu, 25 Apr 2013 13:20:19 +1000 Constellations 2.0 http://folksonomy.co/?member=2 60 http://folksonomy.co/Folksonomy.gif http://folksonomy.co/ http://folksonomy.co/?permalink=3284 This is a lecture given to MA students at the University of Hertfordshire It explores how contemporary kinetic typography relies on historical developments such as 3D woodblock print Romain du Roi and Modernist modular lettering Students are encouraged to let their design work respond to historical research This does not mean creating something that looks old or retro rather creating something innovative and new by re-imagining historical ideas in light of new technologies and contexts Barbara Brownie http://folksonomy.co/?permalink=3284 Thu, 25 Apr 2013 13:20:19 +1000 http://folksonomy.co/?permalink=3241 Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century In fact the key hypothesis of our Radical Pedagogy 1 research project is that these experiments can be understood as radical architectural practices in their own right Radical in the literal meaning from the Latin radice as something belonging or relating to the root to its foundations Radical pedagogies shake foundations disturbing assumptions rather than reinforcing and disseminating them This challenge to normative thinking was a major force in the postwar field of architecture and has surprisingly been neglected in recent years Architectural pedagogy has become stale Schools spin old wheels as if something is happening but so little is going on Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens The fact that they wait for instruction is already the problem Teachers likewise worry too much about their place in the institutional hierarchies Curricular structures have hardly changed in recent decades despite the major transformations that have taken place with the growth of globalisation new technologies and information culture As schools appear to increasingly favour professionalisation they seem to drown in self-imposed bureaucratic oversight suffocating any possibility for the emergence of experimental practices and failures There are a few attempts to wake things up here and there but it s all so timid in the end There is no real innovation In response to the timidity of schools today the Radical Pedagogy project returns to the educational experiments of the 1960s and 70s to remind us what can happen when pedagogy takes on risks It s a provocation and a call to arms Beatriz Colomina with Esther Choi Ignacio Gonzalez Galan and Anna-Maria Meister 28 September 2012 The Architectural Review 1 Radical Pedagogy is an ongoing multi-year collaborative research project by a team of PhD candidates in the School of Architecture at Princeton University led by Beatriz Colomina and involving seminars interviews and guest lectures by protagonists and scholars The project explores a remarkable set of pedagogical experiments of the 1960s and 70s that revolutionised thinking in the discipline Each student is working on one of these experiments and collectively mapping the interconnections and effects of these experiments towards a major publication and exhibition Fig 1 Tournaments in the Course Culture of the Body at the Valpara iacute so School 1975 Courtesy of Archivo Hist oacute rico Jose Vial Escuela Arquitectura y Dise ntilde o Pontificia Universidad Cat oacute lica de Valpara iacute so http://folksonomy.co/?permalink=3241 Wed, 20 Mar 2013 11:25:38 +1000 http://folksonomy.co/?permalink=3236 This paper considers differing understandings about the role and praxis of practitioner-based research for the arts Over more than a decade the nexus between theory and practice has been a point of debate within the contemporary arts school both in Australia and overseas This paper attempts to reveal ways of approaching this issue from within and across the disciplines Discussions with colleagues from the arts representing fields as diverse as music visual arts creative writing women s studies dance and theatre studies indicate that the research principles explored albeit briefly here have resonance for each of these disciplines Consequently in an attempt to be broadly relevant for these diverse fields I have chosen to position the model as practitioner-based Within this widened context I will be exploring the different ways in which studio-based practitioners and academics conceptualise the processes and characteristics of research in the arts and professional practice However as this is still work in progress my exemplars will largely reflect my own field of the visual arts Further research will enable this model to expand Presented is a way to conceptualise and explain what we do as studio-based researchers in the arts In so doing I am recognising that contemporary practices in the arts reflect a meridian era of evolution which requires us to be articulate practitioners This includes being able to analyse and write about our practice in sophisticated ways I see practitioner-based research and the resultant exploration of personal praxis as a way to achieve this What I propose is that as artists we open up a larger domain by recontextualizing and reinterpreting aspects of standard mainstream research processes looking at the resemblances the self-resemblances and the differences between traditional and practitioner-based research methods as a logic of necessity Robyn Stewart 2001 TEXT Vol Vol 5 No 2 October 2001 http www griffith edu au school art text http://folksonomy.co/?permalink=3236 Sat, 16 Mar 2013 21:15:26 +1000 http://folksonomy.co/?permalink=3140 The Journal of Digital Humanities ISSN 2165-6673 is a comprehensive peer-reviewed open access journal that features the best scholarship tools and conversations produced by the digital humanities community in the previous quarter The Journal of Digital Humanities offers expanded coverage of the digital humanities in three ways First by publishing scholarly work beyond the traditional research article Second by selecting content from open and public discussions in the field Third by encouraging continued discussion through peer-to-peer review The Journal of Digital Humanities selects content from the Editors Choice pieces from Digital Humanities Now which highlights the best scholarship in whatever form that drives the field of digital humanities field forward The Journal of Digital Humanities provides three additional layers of evaluation review and editing to the pieces initially identified by Digital Humanities Now The Journal of Digital Humanities and Digital Humanities Now are produced by the Roy Rosenzweig Center for History and New Media Editors Daniel J Cohen Joan Fragaszy Troyano Associate Editors Sasha Hoffman Jeri Wieringa http://folksonomy.co/?permalink=3140 Wed, 09 Jan 2013 16:41:16 +1000 http://folksonomy.co/?permalink=3138 Digital Humanities Now showcases the scholarship and news of interest to the digital humanities community through a process of aggregation discovery curation and review Digital Humanities Now also is an experiment in ways to identify evaluate and distribute scholarship on the open web through a weekly publication and the quarterly Journal of Digital Humanities Editorial Board Dan Cohen Editor-in-Chief Joan Fragaszy Troyano Managing Editor Sasha Hoffman Editor Jeri Wieringa Editor http://folksonomy.co/?permalink=3138 Wed, 09 Jan 2013 15:35:46 +1000 http://folksonomy.co/?permalink=3117 Melvyn Bragg considers the 150-year history of the Two Cultures debate In 1959 the novelist C P Snow delivered a lecture in Cambridge suggesting that intellectual life had become divided into two separate cultures the arts and the humanities The lecture is still celebrated for the furore it provoked - but Snow was returning to a battleground almost a century old Melvyn Bragg visits the old Cavendish Laboratory in Cambridge scene of many of modern science s greatest triumphs to put the Two Cultures debate in its historical context - and Paul Nurse President of the Royal Society reveals the influence the Two Cultures debate had on his development as a scientist Melvyn Bragg 2013 The Value of Culture Two Cultures Radio broadcast Episode 3 of 5 Duration 42 minutes First broadcast Wednesday 02 January 2013 Presenter Melvyn Bragg Producer Thomas Morris for the BBC Radio 4 UK http://folksonomy.co/?permalink=3117 Thu, 03 Jan 2013 10:12:52 +1000 http://folksonomy.co/?permalink=3115 team s of students of mixed disciplines worked together to understand and map a problem-space identified by the client They then defined a solution-space before focussing on a particular opportunity outcome The range of projects included incremental innovation opportunities represented by the Lego and Hasbro projects through radical Philips work to truly disruptive work with Unilever The studies confirmed stereotypical view points of how different disciplines may behave They showed that design students were more but not completely comfortable with the ambiguous aspects associated with phase zeroo problem-space exploration and early stage idea generation They would only commit to a solution when time pressures dictated that this was essential in order to complete the project deliverables on time and they were happy to experiment with and develop new methods without a clear objective in mind In contrast the business students were uncomfortable with this ambiguity and were more readily able to come to terms with incremental innovation projects where a systematic approach could be directly linked to an end goal The technologists were more comfortable with the notion of the ambiguous approach leading to more radical innovation but needed to wrap this in an analytical process that grounded experimentation Meanwhile the designers were unclear and unprepared to be precise when it came to committing to a business model Mark Bailey 2010 p 42 Bailey M 2010 Working at the Edges Networks Art Design Media Subject Centre ADM-HEA Autumn 2010 http://folksonomy.co/?permalink=3115 Wed, 02 Jan 2013 00:58:24 +1000 http://folksonomy.co/?permalink=3004 The adaptability necessary to succeed as a design or media specialist comes not only from deep disciplinary knowledge Graduates also need a breadth of knowledge and skills which some commentators have referred to as being T-Shaped These additional skills include the ability to work with and increasingly work across disciplines entrepreneurial attitudes and a knowledge of the business contexts in which they will operate All undergraduate Ravensbourne programmes incorporate curriculum and learning activities designed to develop these skills in our students Cross-disciplinary collaborative projects offer students the opportunity to work in teams with other disciplines The course structure draws on the creative synergies and frictions of the different disciplines at Ravensbourne and provides physical and intellectual opportunities for students to meet learn and work together with students from different disciplines Ravensbourne UK http://folksonomy.co/?permalink=3004 Mon, 05 Nov 2012 12:58:08 +1000 http://folksonomy.co/?permalink=2957 Rosemary s Baby is a 1968 American horror film written and directed by Roman Polanski based on the bestselling 1967 novel by Ira Levin Farrow plays an expecting mother who fears that her husband may have made a pact with their eccentric neighbours believing he may have promised them the child to be used as a human sacrifice in their occultic rituals in exchange for success in his acting career Zach James and Rich Raddon Movieclips Fig 1 excerpt from Visions of Light 1992 Arnold Glassman Todd McCarthy and Stuart Samuels http www imdb com title tt0105764 Jump to 7 54 to see Polanski s skilful use of framing to heighten the audience s interest and sense of intrigue http://folksonomy.co/?permalink=2957 Sun, 21 Oct 2012 00:45:58 +1000 http://folksonomy.co/?permalink=2863 Fig 1 George Siemens 2009 presentation Connectivism Socializing Open Learning VI International Seminar on Open Social Learning of the UOC UNESCO Chair in e-Learning http://folksonomy.co/?permalink=2863 Fri, 03 Aug 2012 17:41:39 +1000 http://folksonomy.co/?permalink=2832 Reflection-in-action proceeds by a construction cycle of framing naming moving and reflecting Framing and naming concern the problem-setting in that the designer constructs a problem out of a situation by naming the things to which she will pay attention whilst at the same time framing the way that the problem is viewed Sch ouml n 1991 Framing in this sense imposes an order onto the problem moves are made towards a solution in relation to how the situation is framed However the situation talks backo surprise at the outcomes of moves leads to reflecting Reflecting on outcomes may trigger either further moves or a new framing Sch ouml n 1996 Reflection-inaction is not an interruption to fluid action it is always embedded within action Simone Stumpf and Janet McDonnell CiteSeerX 1 Simone Stumpf and Janet McDonnell Individual Learning Styles and Perceptions of Experiential Learning in Design Teams http://folksonomy.co/?permalink=2832 Sat, 21 Jul 2012 15:53:31 +1000 http://folksonomy.co/?permalink=2806 The Design Council started life in 1944 as the Council of Industrial Design It was founded by Hugh Dalton President of the Board of Trade in the wartime Government and its objective was to promote by all practicable means the improvement of design in the products of British industry And that was to stay unaltered through half a century of social technological and economic change UK Design Council Fig 1 1951 Festival of Britain Graphic created by Design Council Council of Industrial Design From University of Brighton Design Archives JRGS Alumni Society http www mel-lambert com Ruskin News News Archive JRGS02A News Archive32 htm http://folksonomy.co/?permalink=2806 Sat, 07 Jul 2012 17:03:36 +1000 http://folksonomy.co/?permalink=2776 The concept of classification is at the heart of Bernsteinos theory of pedagogic discourse and practice Classification refers to the degree of boundary maintenance between contentso Bernstein 1973a p 205 1973b p 88 and is concerned with the insulation or boundaries between curricular categories areas of knowledge and subjects Strong classification refers to a curriculum that is highly differentiated and separated into traditional subjects weak classification refers to a curriculum that is integrated and in which the boundaries between subjects are fragile Alan R Sadovnik 2001 Prospects the quarterly review of comparative education Paris UNESCO International Bureau of Education vol XXXI no 4 December 2001 p 687-703 UNESCO International Bureau of Education 2001 http://folksonomy.co/?permalink=2776 Fri, 22 Jun 2012 20:11:04 +1000 http://folksonomy.co/?permalink=2764 Although the debate about disciplinary status has not interrupted the production of innovative design research as a relatively recent member of academia s tribes and territories Becher 1989 design is still establishing its disciplinary characteristics as a general research field and a set of specialist sub-fields There is for instance some debate about whether design scholarship should include creative practice and reflection for a sample of contrasting positions see Bayazit 2004 Downton 2001 Durling 2002 Roth 1999 Since a majority of design issues originate in everyday life individual design research questions are unlikely to fit specific disciplinary boundaries the idea that design research definitively engages with multiple fields and literatures being widely acknowledged Poggenpohl et al 2004 These considerations have contributed to the debate as to whether design research should conform to established models from the sciences and humanities or develop its own integral approaches We suggest however that a greater focus on design s applied nature and inherent interdisciplinarity could profitably overtake the quest for disciplinary clarity Carolyn Barnes and Gavin Melles 2007 1 Proceedings of Emerging Trends in Design Research the International Association of Societies of Design Research IASDR Conference Hong Kong Polytechnic University Hong Kong 12-15 November 2007 http://folksonomy.co/?permalink=2764 Fri, 15 Jun 2012 14:09:26 +1000 http://folksonomy.co/?permalink=2586 I ve increasingly felt that digital journalism and digital humanities are kindred spirits and that more commerce between the two could be mutually beneficial That sentiment was confirmed by the extremely positive reaction on Twitter to a brief comment I made on the launch of Knight-Mozilla OpenNews including from Jon Christensen of the Bill Lane Center for the American West at Stanford and formerly a journalist Shana Kimball MPublishing University of Michigan Tim Carmody Wired and Jenna Wortham New York Times Here s an outline of some of the main areas where digital journalism and digital humanities could profitably collaborate It s remarkable upon reflection how much overlap there now is and I suspect these areas will only grow in common importance Dan Cohen s Digital Humanities Blog http://folksonomy.co/?permalink=2586 Sat, 11 Feb 2012 22:13:33 +1000