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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Sabbatical Leave Report 2019 – 2020
Sabbatical Leave Report 2019 – 2020 James MacDevitt, M.A. Associate Professor of Art History and Visual & Cultural Studies Director, Cerritos College Art Gallery Department of Art and Design Fine Arts and Communications Division Cerritos College January 2021 Table of Contents Title Page i Table of Contents ii Sabbatical Leave Application iii Statement of Purpose 35 Objectives and Outcomes 36 OER Textbook: Disciplinary Entanglements 36 Getty PST Art x Science x LA Research Grant Application 37 Conference Presentation: Just Futures 38 Academic Publication: Algorithmic Culture 38 Service and Practical Application 39 Concluding Statement 40 Appendix List (A-E) 41 A. Disciplinary Entanglements | Table of Contents 42 B. Disciplinary Entanglements | Screenshots 70 C. Getty PST Art x Science x LA | Research Grant Application 78 D. Algorithmic Culture | Book and Chapter Details 101 E. Just Futures | Conference and Presentation Details 103 2 SABBATICAL LEAVE APPLICATION TO: Dr. Rick Miranda, Jr., Vice President of Academic Affairs FROM: James MacDevitt, Associate Professor of Visual & Cultural Studies DATE: October 30, 2018 SUBJECT: Request for Sabbatical Leave for the 2019-20 School Year I. REQUEST FOR SABBATICAL LEAVE. I am requesting a 100% sabbatical leave for the 2019-2020 academic year. Employed as a fulltime faculty member at Cerritos College since August 2005, I have never requested sabbatical leave during the past thirteen years of service. II. PURPOSE OF LEAVE Scientific advancements and technological capabilities, most notably within the last few decades, have evolved at ever-accelerating rates. Artists, like everyone else, now live in a contemporary world completely restructured by recent phenomena such as satellite imagery, augmented reality, digital surveillance, mass extinctions, artificial intelligence, prosthetic limbs, climate change, big data, genetic modification, drone warfare, biometrics, computer viruses, and social media (and that’s by no means meant to be an all-inclusive list). -
HEROES and HERO WORSHIP.—Carlyle
z 2 J51 ^ 3 05 i 1 m Copyright, 1899, by Henry Altemus. Heroes and j ^ 'Hero Worship i CARLYLE ii i i]i8ijitimMin'iiwMM» i i jw [.TfciBBST,inrawn ^^ TttO/nAS Carlylc MERGES AND riERO WORSHIP #1^ ON HEROES, HERO-WORSHIP, AND THE HEROIC IN HISTORY. LECTURE I. THE HERO AS DIVINITY. ODIN. PAGANISM : SCAN^ DINAVIAN MYTHOLOGY. We have undertaken to discourse here for a little on Great Men, their manner of appearance in our world's business, how they have shaped themselves in the world's history, what ideas, men formed of them, what work they did ; —on Heroes, namely, and on their reception- and per- formance ; what I call Hero-worship and the Heroic in human affairs. Too evidently this is a large topic ; deserving quite other treatment than we can expect to give it at present. A large topic ; indeed, an illimitable one ; wide as Universal History itself. For, as I take it. Uni- versal History, the history of what man has- accomplished in this world, is at bottom the His- ! 6 Xecturcs on Ibcroes, tory of the Great Men who have worked here. They were the leaders of men, these great ones ; the modellers, patterns, and in a wide sense creators, of whatsoever the general mass of men contrived to do or to attain •, all things that we see standing accomplished in the world are properly the outer material result, the practical realization and embodiment, of Thoughts that dwelt in the Great Men sent into the world : the soul of the whole world's history, it may justly be considered, were the history of these. -
The Universe, Life and Everything…
Our current understanding of our world is nearly 350 years old. Durston It stems from the ideas of Descartes and Newton and has brought us many great things, including modern science and & increases in wealth, health and everyday living standards. Baggerman Furthermore, it is so engrained in our daily lives that we have forgotten it is a paradigm, not fact. However, there are some problems with it: first, there is no satisfactory explanation for why we have consciousness and experience meaning in our The lives. Second, modern-day physics tells us that observations Universe, depend on characteristics of the observer at the large, cosmic Dialogues on and small, subatomic scales. Third, the ongoing humanitarian and environmental crises show us that our world is vastly The interconnected. Our understanding of reality is expanding to Universe, incorporate these issues. In The Universe, Life and Everything... our Changing Dialogues on our Changing Understanding of Reality, some of the scholars at the forefront of this change discuss the direction it is taking and its urgency. Life Understanding Life and and Sarah Durston is Professor of Developmental Disorders of the Brain at the University Medical Centre Utrecht, and was at the Everything of Reality Netherlands Institute for Advanced Study in 2016/2017. Ton Baggerman is an economic psychologist and psychotherapist in Tilburg. Everything ISBN978-94-629-8740-1 AUP.nl 9789462 987401 Sarah Durston and Ton Baggerman The Universe, Life and Everything… The Universe, Life and Everything… Dialogues on our Changing Understanding of Reality Sarah Durston and Ton Baggerman AUP Contact information for authors Sarah Durston: [email protected] Ton Baggerman: [email protected] Cover design: Suzan Beijer grafisch ontwerp, Amersfoort Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. -
Design Piracy: the Extensive Impact of a Fashion Knockoff
On the Monetary Impact of Fashion Design Piracy Gil Appel Marshall School of Business, University of Southern California [email protected] Barak Libai Arison School of Business, Interdisciplinary Center (IDC), Herzliya [email protected] Eitan Muller Stern School of Business, New York University Arison School of Business, Interdisciplinary Center (IDC), Herzliya [email protected] July 2017 The authors would like to thank Roland Rust, Senior Editor and reviewers, On Amir, Michael Haenlein, Liraz Lasry, Irit Nitzan, Raphael Thomadsen, the participants of the Marketing Science and EMAC conferences and the participants of the seminars of the business schools at University of California at Davis, the University of California at San Diego, and Stanford University for a number of helpful comments and suggestions. On the Monetary Impact of Fashion Design Piracy Abstract Whether to legally protect original fashion designs against design piracy (“knockoffs”) is an ongoing debate among legislators, industry groups, and legal academic circles, yet to-date this discussion has not utilized marketing knowledge and formal approaches. We combine data collected on the growth of fashion items, price markups, and industry statistics, to create a formal analysis of the essential questions in the base of the debate. We distinguish between three effects: Acceleration, whereby the presence of a pirated design increases the awareness of the design, and thus might have a positive effect on the growth of the original; Substitution, which represents the loss of sales due to consumers who would have purchased the original design, yet instead buy the knockoff; and the loss due to Overexposure of the design that follows the loss of uniqueness due to the design becoming too popular, causing some consumer not to adopt the design or stop using it. -
Critical Design – a New Paradigm for Teaching and Learning Universal Design
INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION, 7 & 8 SEPTEMBER 2017, OSLO AND AKERSHUS UNIVERSITY COLLEGE OF APPLIED SCIENCES, NORWAY CRITICAL DESIGN – A NEW PARADIGM FOR TEACHING AND LEARNING UNIVERSAL DESIGN Anne Britt TORKILDSBY PhD in Design, The Norwegian Research Laboratory for Universal Design, NTNU, Norway ABSTRACT The critical design method, which was originally developed as a tool for designers, architects, engineers, etc. to open the (design) brief when designing “extreme environments” of the future [1a] – in so doing throwing light upon the design process from a critical perspective and highlighting considerations that might otherwise be overlooked – is now gradually being adapted to and applied in the field of universal design. Bringing this way of thinking about design into higher education could encourage teachers and students to broaden their knowledge in this field, better equipping students to create in an inclusive manner and ensuring that future products, buildings, and exterior spaces are accessible to all to the greatest extent possible [2]. In order to test and further develop this way of thinking about universal design for educational contexts, two series of workshops have been conducted: One at a research institute for rehabilitation engineering and design, and one within a Master’s programme in occupational therapy. The purpose of this paper is to describe the process of adapting the critical design method as it is used in institutional environments, such as hospitals and prisons, to various universal design contexts, and to discuss the preliminary results. The paper also examines the question of whether critical design is an optimal method of challenging and ultimately improving the field of universal design – and, if so, how to proceed in order to achieve the best teaching and learning outcomes. -
Communication Design: Material Artefact, Immaterial Influence Culture–Practice–Discourse: a Theoretical Framework for A
Volume 15 Paper 04 SMT VOLUME 15 ASTRACT KEY WORDS Communication Design: Material Communication design is a purposeful activity that and culturally produced it can also be conceived as a Communication Design, Artefact, Immaterial Influence involves human subjects and relations, is tied to action, discourse. This paper considers the relationship between Practice, Culture, Discourse, representation and is context-bound. Furthermore, design culture, practice, and discourse and proposes an PAPER 04 Production, Critical ‘effective’ communication design can be understood as emergent theoretical framework for critically reflecting on Culture–practice–discourse: Practice, Theory accomplishing its purpose in having a desired influence on communication design as a discursive practice—a practice a theoretical framework an individual’s belief, values, behaviour, or action, and is that both shapes and is shaped by culture and wider for a critical approach a basic concern of the design practitioner. In this regard, discourses, that is both regulated and has the potential to to communication design design practice knowledge—‘practice’ meaning both transform its operations. professional situations and preparing for such situations AUTHOR Veronika Kelly by increasing expertise—can be conceived as being created in and by a particular culture, at the same time that it also creates culture. As design practice knowledge is socially Culture–practice–discourse: a theoretical framework for a critical approach to communication design Volume 15 Paper 04 INTRODUCTION world’. As ‘culture’, ‘practice’ and ‘discourse’ can be understood differently, taking into consideration 1 – In this paper the terms Communication design1 that is ‘effective’ in achieving the scholarship of Michel Foucault, Donald Schön, ‘communication design’ and its purpose can be conceived as having a desired and Norman Fairclough helps inform examination ‘design’ are used interchangeably. -
Representation and Metaphysics Proper
Richard B. Wells ©2006 CHAPTER 4 First Epilegomenon: Representation and Metaphysics Proper The pursuit of wisdom has had a two-fold origin. Diogenes Laertius § 1. Questions Raised by Representation The outline of representation presented in Chapter 3 leaves us with a number of questions we need to address. In this chapter we will take a look back at our ideas of representation and work toward the resolution of those issues that present themselves in consequence of the theory as it stands so far. I call this look back an epilegomenon, from epi – which means “over” or “upon” – and legein – “to speak.” I employ this new term because the English language seems to have no word that adequately expresses the task at hand. “Epilogue” would imply logical conclusion, while “summary” or “epitome” would suggest a simple re-hashing of what has already been said. Our present task is more than this; we must bring out the implications of representation, Critically examine the gaps in the representation model, and attempt to unite its aggregate pieces as a system. In doing so, our aim is to push farther toward “that which is clearer by nature” although we should not expect to arrive at this destination all in one lunge. Let this be my apology for this minor act of linguistic tampering.1 In particular, Chapter 3 saw the introduction of three classes of ideas that are addressed by the division of nous in its role as the agent of construction for representations. We described these ideas as ideas of the act of representing. -
Change Orders Ordeal: the Output of Project Disintegration
International Journal of Business, Humanities and Technology Vol. 2 No. 1; January 2012 Change Orders Ordeal: The Output of Project Disintegration Roberto Soares, Ph.D., D.Sc., AIC, PE Assistant Professor College of Computing, Engineering and Construction University of North Florida Jacksonville, Florida United States of America Abstract Change orders are one of the most controversial issues in construction contracts and require successful negotiations to avoid claims and possible litigation. Contractors, owners and architects behave differently when dealing with change orders. The aim of this paper is to demonstrate that change orders are the natural result of the disintegration of design and construction, which started in the US in 1893 with a Congressional Act formally separating the design and construction phases of a capital project .Delivery methods such as Design-Build (DB) and Construction Management at Risk (CMR), which are designed to mend the missing integration of design and construction and, consequently, eliminate the existence of change order conflict are proposed to recover the level of integration that existed at the time of the master builder. Key words: change orders, project integration, design-build, delivery methods 1. Introduction Change orders in construction are one of the most controversial issues to manage and a challenge to project management to satisfactorily resolve any change in order to avoid claims. Any construction contract is signed under the principle of “good faith,” which means that the parties will trust each other to perform according to the contract and that the contract is fair with no intention of taking advantage of the parties during the life of the contract. -
Advanced Design Practices for Sharing Futures: a Focus on Design Fiction
ADVANCED DESIGN PRACTICES FOR SHARING FUTURES: A FOCUS ON DESIGN FICTION Manuela Celi Dipartimento di Design – Politecnico diMilano,[email protected] Elena Formia Dipartimento di Architettura – Alma Mater Università di Bologna [email protected] ABSTRACT Holding different languages and planning tomorrow products, designers occupy a dialectical space between the world of today and the one that could be. Advanced design practices are oriented to define new innovation paths with a long time perspective that calls for a cooperation with the Future studies’ discipline. Advanced design and Anticipation have frequently parallel objectives, but face them from a different point of view. Design is often limited to the manipulation of visual or tangible aspects of a project, while future studies are seen as an activity oriented to policy that occurs in advance of actual outcomes and that is very distant from a concrete realization. Even with these distinctions they are both involved with future scenarios building and the necessity to make informed decisions about the common future. Taking into account this cultural framework, the main objective of the study is to understand, and improve, the role of Advanced design as facilitator in the dynamics of shaping, but mostly sharing possible visions of the future. In order to explore this value, the paper identifies the specific area of Design fiction as an illustrative field of this approach. Emerged in the last decade as “a discursive space within which new forms of cultural artefact (futures) might emerge”, Design fiction is attracting multi-disciplinary attention for its ability to inform the creation of a fictional world. -
User Experience Design: Design for Empowerment
NMDD 3450 / Summer 2020 User Experience Design: Design for Empowerment Session: Session I (June 1st – June 18th) Class Time: Mon, Tue, & Thur (1-5pm) w/ remaining time online asynchronously Location: TBD Professor: Ralph Vacca | [email protected] | Office @ Martino Hall (45 Columbus Ave) Room 716 Office Hours: Monday & Thursday 11:00 - 12:30pm Links: CMS Facebook: www.facebook.com/FordhamCMS | Twitter: www.Twitter.com/FordhamCMS This course focuses on how human-centered design and participatory design methods can be used as approaches to empowerment. Students will gain hands-on experience with conducting user research, synthesizing findings into insights, ideating, sketching, rapid prototyping, and validating concepts with users. Course readings, discussions, and activities will be organized into a user-experience project to help students get out and interact with real users, needs, and challenges. COURSE MATERIALS Textbooks: ● Quesenbery, W., Brooks, K. (2010). Storytelling for User Experience: Crafting Stories for Better Design. United States: Rosenfeld Media. ● Norman, D. (2013). The Design of Everyday Things: Revised and Expanded Edition. United States: Basic Books. ● Knapp, J., Zeratsky, J., Kowitz, B. (2016). Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days. Spain: Simon & Schuster. ● Greenberg, S., Marquardt, N., Buxton, B., Carpendale, S. (2012). Sketching User Experiences: The Workbook. Netherlands: Elsevier Science. Additional Materials Needed: ● You are required to purchase a physical sketchbook for the course. Any blank paper (no lines) sketchbook that is 8 x 11 or larger. You want to have enough space. These sketchbooks are great, but feel free to find your own. COURSE GOALS ● Students will gain familiarity with human-centered design research methods ● Students will learn to generate typical user experience design outputs such as personas, journey maps, storyboards, and wireframes. -
Table Talk Transcript June 17, 2021
School Lunch Tray Table Talk Transcript: June 17, 2021 Presenters: Speaker 1 – Shannon Yearwood, Speaker 2 – Susan Alston, Speaker 3 – Susan Fiore, Speaker 4 – Fionnuala Brown, Speaker 5 – Monica Pacheco Speaker 6 – Andy Paul, Speaker 7 – Teri Dandeneau, Sean Fogarty, Hostess – Michelle Rosado 0:03 Speaker 1 - Hi, and welcome to our last School Lunch Tray Table Talk for the School Year 2021. I’m Shannon Yearwood, the Education Manager with the Child Nutrition Programs at the Connecticut State Department of Education. 0:17 Joining me today is who I like to refer to as “Team Awesome,” because you have probably the best state administrators that any State could ask for, and they are right here as a resource for you to tap into. You know these are very strange times and just because this is the end of the Table Talk for this school year does not mean we are going anywhere. So certainly keep reaching out to us with your questions. 0:40 Um you guys know who your contacts are out there, who's on our team, so thank you so much for joining us. 0:45 Uh keep in mind, these at this will act as an open office hours, so certainly ask us your questions, type those into the box. We might run out of time, we have a packed agenda today, um and so that will help us be able to follow up with you. Or potentially develop some more resources that we know that that's some information that is good for the entire state, so thank you again for joining us, um and keep in mind these are recorded.