Thursday, March 30, 2017

Thursday 30 March: techno-emotions: Svedmark

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WHERE ARE WE IN THE COURSE RIGHT NOW? IN EXPERIENCE SET 3! 
>>>MAKING AND NON HUMAN EMERGENCES

What does this title for this section mean? you have read bits of both Chen and Svedmark now. How does their work make this title clearer? 

READINGS FOR EXPERIENCE SET 3: 2/3 of each book, chaps in any order you like
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

Thursday 30 March: techno-emotions: Svedmark
Thursday 6 April: self-care: Marcus
Thursday 13 April <WORKSHOP 2> NON-HUMAN: DUE PROJECT & POSTER

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TODAY'S CLASS

WELCOME BACK FROM Spring Break! 

for today you should have read 2/3 of Svedmark's Becoming Together and Apart, choosing parts to read in any order that you like. Be able to say why you chose what you did to read now.

NEXT WEEK:
notice that you should have read 2/3 of Marcus

NOTICE THAT 13 APRIL IS ANOTHER WORKSHOP, LIKE THE ONE WE DID LAST TIME!
your project will be due as well as a poster describing the process.
• also notice that WMST will be having an undergraduate research day and your project and poster may be appropriate to share then if you like! Date TBA: last couple of weeks of the term.
• also notice that if you want to show off a poster on Growing Social Justice you need to submit your proposals here. https://umdsurvey.umd.edu/jfe/form/SV_diN3tyHRwtj9ulL     Submissions are welcome until April 3 by 5 p.m. Submissions will be reviewed the week of April 3. Notification that your proposal has been accepted will be ongoing but no later than April 8. Logistical details (where and when to go on April 18) will be forwarded by April 8.

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Thursday 30 March: techno-emotions: Svedmark

>>BEFORE BREAK:

1) Attendance Portraits: Eva will take charge of these now.

2) Co-creating phenomena ....



Co-creating Others: READ pp. 131-135:

=Speculators: "They feed us with speculative and alternative versions of the truth.... Flashback...." Fake? is it real? is that the most important thing?

=Helpers: "These "helpers' seem to be attracted to places where emotional content is shared freely, with few filters...." You may need to "join" to know about.

=Lurkers: "...they can be spotted every now and then when things get rough and situations demand action." Difficult to study....

=Other others: 1) those with honest intents. 2) Trolls: "to provoke, to upset and to do harm...." How does one tell which ones are which?

3) How does this material and its examples and suggestions help you extend your understanding of "others" and "othering" and "otherwise"?

4) DISCUSSION: What is "co-creating"? How does it relate to "becoming-with"? How does all this come into "Becoming Together and Apart"?

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>>AFTER BREAK:

TechnoEmotions: READ pp. 161-181:

"Although this thesis is empirically dense my mission has never been to look at -- but through -- these sometimes extreme cases in search for posthuman relations and practices apart from our first encounter."

=(dis)Trust
=(fiction)Truth
=(dis)Embodiment
=(eternal)Time

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Thursday, March 16, 2017

Making and Non-Human Emergences: we begin Experience Set 3

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Bring your kit to class today! 

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OVERVIEW 

Making and Non-Human Emergences 

READINGS FOR EXPERIENCE SET 3: 2/3 of each book in any order you like
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

Thursday 16 March: affect: Chen
Thursday 23 March spring break: read some of all
Thursday 30 March: techno-emotions: Svedmark
Thursday 6 April: self-care: Marcus
Thursday 13 April <WORKSHOP 2> NON-HUMAN: DUE PROJECT & POSTER

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TODAY'S CLASS
for today you should have read 2/3 of Chen's Animacies, choosing parts to read in any order that you like. Be able to say why you chose what you did to read now.

NEXT WEEK is Spring Break! 
get onto reading some of each of the books, Chen, Svedmark, Marcus with an eye to getting through 2/3 of each on the days we will investigate them.

FOLLOWING WEEK AFTER BREAK
notice that you should have read 2/3 of Svedmark

NOTICE THAT 13 APRIL IS ANOTHER WORKSHOP, LIKE THE ONE WE JUST DID!
your project will be due as well as a poster describing the process.
• also notice that WMST will be having an undergraduate research day and your project and poster may be appropriate to share then if you like! Date TBA: last couple of weeks of the term.
• also notice that if you want to show off a poster on Growing Social Justice you need to send in a proposal by 27 March. (I haven't seen the link for proposals yet, but there are guidelines for poster size and so on in the email I sent you.)

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Thursday 16 March: affect: Chen





>>BEFORE BREAK:

1) Attendance Portraits: Eva will take charge of these now.
2) WATCH VIDEO 
3) WHILE MAKING SOMETHING WITH YOUR KIT THAT OPENS YOU UP TO WHAT YOU ARE HEARING AND WHAT YOU HAVE READ FOR TODAY

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4) DISCUSSION: Who is Gutierrez?

Will Gutierrez Q&A with Professor Mel Chen
Contemporary Drama Working Group
Published on Dec 30, 2014: https://www.youtube.com/watch?v=wEExyXuGcOU
"After our September 17, 2014 reading of "Beautiful Monsters: A Hermaphrodite Love Story," playwright Will Gutierrez sat down with Prof. Mel Chen for an inspiring conversation about art-making, politics and life."

https://berkeleycdwg.com/2014/09/12/beautiful-monsters-on-917/  

"Will Gutierrez is a writer in Oakland. His work draws upon both intimate autobiography and epic strangeness to honor the lives of hermaphrodites, of intersex people, Filipinos, tomboys and witches, queers, young folks, elders, family. His play Beautiful Monsters explores the theme of first love. Years in the writing, he began telling its story as an undergraduate in Cherríe Moraga’s drama classes." http://tdps.berkeley.edu/events/new-play-reading-series-beautiful-monsters-a-hermaphrodite-love-story/

5) How did this interview help you understand what Chen means by affect in the book?

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AFFECT, read pp. 11-12: starting here: 




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>>AFTER BREAK: 

"learning to be affected," p. 206 from: 
Latour. 2004. "How to Talk About the Body?" Body & Society 10(2-3): 205–229. DOI: 10.1177/1357034X04042943 PDF at: http://bruno-latour.fr/sites/default/files/77-BODY-NORMATIVE-BS-GB.pdf



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inanimate affections (having learned to be affected and adding body parts and worldly affects): p. 278: from
Chen. 2011. "Toxic Animacies, inanimate affections." GLQ 17(2–3): 265-286. DOI 10.1215/10642684-1163400 PDF at: http://985queer.queergeektheory.org/wp-content/uploads/2013/04/Chen-Toxic-Animacies.pdf


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ENVIRONMENTAL JUSTICE WORK, Chen, p. 11: 



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TOXINS, Chen, p. 11: 



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QUEERED AND RACED ANIMACIES, Chen, p. 12:



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Thursday, March 9, 2017

TODAY'S CLASS: • Status Paper & Handout & LB2: 1/4 grade >> 9 MARCH

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ALWAYS ARRIVE EARLY FOR CLASS ON LOGBOOK DAYS! 15 or 20 mins early please!

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Timeline for today's events in 
Workshop 1: • Protest Now! Action, Activist Research & Scholarship, How to do it  

COLLABORATE WITH EMERGENT PROCESSES! FLASH YOUR ACTIONS! 




As soon as you arrive:

• 5 pm - 5:20 => 20 mins :: SET UP 
=pick up Attendance card and pens (we will fill out at the end of the break)
=get your Workshop LABEL and fill it out
=find a good spot around the table and create a little project station
=station should have set out: Label, Handout, Paper and enough copies of Handout to give each person one

EVERYTHING MUST BE SET UP BY 5:20 OR WE BEGIN WITHOUT YOU! 

• 5:20 - 5:40 => 20 mins :: SILENT WALK AROUND 
=walk around the stations SILENTLY and take notes on each project materials.
=note people's names, project titles, status report, take a handout
=what are your reactions, interests, thoughts, ideas, questions? note them for later.

• 5:40 - 6:10 => 30 MINS :: TWEET TOGETHER 1: HALF OFFER, HALF QUESTION 
=in brief, twitter-length interactions (no monologues) half the class asks those at their stations about how things are going, what the project is about now, and what sort of feedback folks want. Keep statements short, be open and kindly, consider how you can help! take notes too!
=USE ALL THE TIME! RETURN TO PROJECTS IF THERE IS TIME!

• 6:10 - 6:40 => 30 MINS :: TWEET TOGETHER 2: HALF OFFER, HALF QUESTION 
DO IT ALL AGAIN, SWITCHING WHO DOES WHAT:
=in brief, twitter-length interactions (no monologues) half the class asks those at their stations about how things are going, what the project is about now, and what sort of feedback folks want. Keep statements short, be open and kindly, consider how you can help! take notes too!
=USE ALL THE TIME! RETURN TO PROJECTS IF THERE IS TIME!

• 6:40 - 6:55 => 15 MINS :: BREAK
• 6:55 - 7 => ATTENDANCE PORTRAITS

• 7 - 7:30 => 30 MINS :: DEBRIEF 
WITH ATTENTION TO YOUR NOTES OFFER COMMENTS ON: 
=what you really appreciated as patterns among the group as a whole
=what you really appreciated in individual project processes
=what you and others shared as helpful observations already
=what on consideration you now can offer as additional helpful comments.
=what you found useful for yourself, your work and projects in this process.

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[image source reflect & debrief: http://youthengagementalliance.org/the-scary-world-of-the-debrief/  ]

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NEXT WEEK WE BEGIN EXPERIENCE SET 3!! 

READINGS FOR EXPERIENCE SET 3: 2/3 of each book in any order you like
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

Thursday 16 March: affect: Chen
Thursday 23 March spring break: read some of all
Thursday 30 March: techno-emotions: Svedmark
Thursday 6 April: self-care: Marcus
Thursday 13 April <WORKSHOP 2> NON-HUMAN: DUE PROJECT & POSTER 

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Thursday, March 2, 2017

Protest Now! collaborate with Emergent Ecologies

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=Where are we in the structure of the class? 
• last week was the end of experience set 1: Humans questioning everything, including Human; All the rest that exists too
• today begins set 2: Protest Now! Action, Activist Research & Scholarship, How to do it 
• NOTICE! WORKSHOP 1! 9 MARCH! PAPER & HANDOUT DUE! 

YOU AND CLASS BUDDY SHOULD BE MEETING REGULARLY OUTSIDE CLASS. 


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PLAYING AS YOU COME INTO CLASS: 



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Kirksey & The ABCs of Multispecies Studies VIDEO:
https://www.youtube.com/watch?v=PYbCpNflAyU
Streamed live on Sep 22, 2014

"Alphabets have been used to make sense of disparate fragments of discourses by philosophers such as Gilles Deleuze and Roland Barthes. They capture emergent concepts that are not fully formed, but that start to take on order within alphabetic logics.

"In codifying the ABCs of Multispecies Studies we are reaching out to our swarm of creative collaborators--poachers who are prepared to trespass within the lexicon of others, as well as authors who have coined their own concepts.

"Alphabets typically involve a search for roots, which is perhaps why encyclopedias arose as a genre alongside disciplines that produced origin myths. In the domains of high art and in early enterprises of colonial anthropology, intellectuals gave prestige to originals and origins. In their recent refusals to conform to diachronic standards of validity, however, both artists and anthropologists have turned away from genealogical projects and practices that require an established pedigree.

"The Multispecies Salon is creating a kind of alphabet that reaches to the biological as well as etymological–containing both roots and rhizomes. Authors of the Multispecies ABCs will move beyond the domain of ethnography, to bring in key morphemes from geography, ecology, archaeology, history, queer theory, and allied intellectual traditions. Letters will represent more than one word. A is for Animal as well for Anthropos; B is for Becoming and for Buzz; C is for Care and Charisma.  Rather than privilege our favorite literal organisms, we will only accept critter keywords if they have serious figural potential, like P for Parasite."

Websitehttp://www.multispecies-salon.org/events/


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EXPERIENCE SET 2: 
Protest Now! Scholar-Arts-Activist Projects
• MAJOR READING: Kirksey. 2015. Emergent Ecologies. Duke.

Thursday 2 March: hope 
• READ 2/3 Kirsey in any order you like
• ALWAYS LOOK FOR TRANSMEDIA! ALWAYS BRING IN TO SHARE! 


>>BEFORE BREAK: 

1) Attendance Portraits: Eva will take charge of these now.

2) SHARED READING: first & last chap paragraphs around the room

A BICYCLE TOUR AROUND EMERGENT ECOLOGIES. 



[image source: https://byronbayadventuretours.com.au/wp-content/uploads/2015/12/Mountain_Biking_Byron_Bay_1.jpg ]

3) PICK: random page & page you read for today
4) TEAM: teach both pages to the class

>>AFTER BREAK: 

1) What form should your papers take next time?

possibilities to reshape for our purposes:

• business model: "three components to reporting project status:
=Overall: We need to see the overall project health. As managers, we want to be able to detect a project in trouble. We also want to help make that determination sometimes. You might not know everything we know despite our best efforts to communicate. Your project might not be as healthy as you think it is.
=Milestones: Your project has major accomplishments which must be completed by specific dates. We managers want to see which milestones are complete, which ones are in progress, and which ones are coming up next. This allows us to analyse the schedule and decide to either feel comfortable with it or challenge it.
=Issues: Your project also probably has one or more obstacles to completion which have been discovered. We'd like to see brief details about each issue so that we can make a decision about whether or not to step in and help if necessary."
>https://www.projectsmart.co.uk/how-to-report-status-on-a-project.php

• College Project Report 
"The goal of writing a professonal report is, simply, to describe what is happening or what has happened.  To do so, you should break the project activity into several parts or body sections: three to five is common, but more sometimes may be needed.  The parts or body sections vary, depending on your workplace and project: for example, your report may be broken down by steps, times, physical locations, individual coordinators of different parts of it, types of activities, results, or by whatever other divisions are required, useful, and comprehensive.  Each section should be detailed and, in many work situations, a good report uses lists, charts, illustrations, or other graphic methods to better communicate simply, clearly, and obviously. "
>http://www.tc.umn.edu/~jewel001/CollegeWriting/WRITEWORK/WORKPLACE/BusReport/default.htm

• From Kickstarter's blog: ideas for Project Updates: 
"It's pretty much a given that a successful Kickstarter campaign includes a great project description, outreach plan and a solid community of backers. Of equal importance are the updates that creators send their backers. Project updates don’t just appear on each project page, they’re also delivered directly to backers’ inboxes, and can be a powerful tool for engaging backers and motivating them to share a project. Think of project updates as a window into a project’s development, featuring images, video and the ongoing story of the project. (Tip: We also consider a project’s updates when choosing whether or not to feature it or make it a Project We Love.) There’s no magic to the right number or frequency of updates; we recommend posting consistently and often, and to start brainstorming and even drafting updates before you launch. Fun fact: Creators on Kickstarter send about 6,000 updates a week. Here’s a list of fifty ideas for inspiration!"
> https://www.kickstarter.com/blog/50-updates-to-keep-up-with-your-backers

• progress reports for scholarly research projects: 
"The report should be presented largely as a substantiated argument rather than as a straight description:
=Personal information such as name, registration and contact information
=How the research question(s), problems(s), etc with which the research is concerned, have been developed or refined...
=How the research methodology is being developed and why it is appropriate.
=How appropriate data is being collected which is convincing for its purpose.
=How the literature is being used.
=How any constraints are being handled.
=How subjectivity, where relevant, is being handled.
=Progress to date.
=Problems or potential problems to be flagged up.
=General reflections. These should be relevant, not just padding, and the nature of what is required is likely to vary considerably from one discipline to another.
=A plan for the next phase of the work."
>http://www.postgradresources.info/student-resources04-reports.htm     


2) Why a handout? what roles do visuals play? 



[image source: http://www.equalitiestoolkit.com/sites/default/files/Forum_analysis_recommends.jpg
]

3) How will workshop be structured?
4) Class buddies, collaboration

NEXT CLASS:
Thursday 9 March: multispecies 
• READ: finish up Kirsey &
• DUE: <WORKSHOP 1>: ACTION! Status paper & handout & logbook2 & attendance;
hand all in end of class in hard copy and also send to kk gmail electronically

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