LAST DAY & LEARNING ANALYSIS. "Learning is sweet."

===
Notice the Process Review is part 4 of the Learning Analysis.
If your format is creative, be sure it includes written materials that you can read out loud to share in class, and that it is clear how it is analytical.

What does a learning analysis do?

=It offers a flexible framework for reflecting on the class.
=It pushes you to put things together that otherwise you might not have seen connections among.
=It creates a sense of class closure, while opening up ways of thinking into your future.
=It is an opportunity to be proud of how you have put the learning of the course together for yourself.
=It helps you make sense of it all, in terms of your own values and concerns.
=What else have you found in the experience?

===

Learning Analysis for 488k 2017 by Katie King on Scribd

===

THINGS WE WILL GO OVER TODAY IN CLASS! AND PARTY A BIT TOO! 

1) Some freewriting -- reflection after the brain dump!

a) =Why was this a final senior seminar in women's studies?

b) Pick two for one freewrite:

=What values do you bring to feminisms?
=What values do you add after this class?
=How does this course help you realize those values?

2) Exercises with the work in front of you now:

=> put an arrow next to your best statement of the argument of the course.
* put a star next to the part of the paper you like the best.

===
...the silly, the wise, the imaginative, and acts of creativity come together....

MAKE SOME NOTES ABOUT: 

1) What was fun?

2) What was new?

3) What offered a sense of accomplishment?

4) What was useful?

5) When did it come together for you?

6) Why does it matter?

===

We will go around and share our reflections, insights, realizations, comments, hopes. 

===
Today I, Katie, am celebrating you all! this was an amazingly fun class BECAUSE YOU ALL GAVE TO MUCH TO IT. I sincerely thank you for that and ALSO for the wonderful little gifts you made for me last week! 

This is the final course I will have taught in my 30 years in this department.

What a wonderful way to go out!

You give me joy! I hope that now YOU will find much joy! in times to come and in reflections on your experiences!

::a very big hug!:: 

===

Thursday 27 April: spill: Chen

===
SIGN UP FOR WMST UNDERGRADUATE RESEARCH DAY TODAY! 

Women's Studies/LGBT Studies Undergraduate Research Day

We Invite You to Present Your Work!

WMST/LGBT Undergraduate Research Day - May 3

Deadline to Sign Up to Present - April 27

The Department of Women's Studies invites undergraduate students-individually, as a group, or as a class-to join us on Wednesday, May 3, and tell us about your work.  Posters, Oral Presentations, Films, Art Projects, Displays, and Performances of undergraduate student scholarly work are all welcome.  Presentations on internships and study abroad experiences are also welcome.

Students should submit:

• A title for your project/presentation
• A short (2-3 sentence) statement about your project
• The format in which you will present
• Any equipment needs
• All the times you can be available on Wednesday, December 3 

Also, please indicate:

• The class for which you completed the work (if it is a class project)
• Name of your instructor
• Name(s) of presenters
• Email address(es) of presenters
• Telephone number

Submit to: Professor Elsa Barkley Brown - barkleyb@umd.edu - by 5:00 p.m. on Thursday, April 27.  If you have any questions, please contact Professor Barkley Brown.

===

• Just sent out on Email to all: 

Hello folks! bring your kits to class today! We are going to spend the first part of class doing a paper prototype in poster format of the influences Mel Chen's book Animacies had on you and others during the course.

Think arts and crafts and drawing and collage and making!! Katie

===
READINGS FOR EXPERIENCE SET 4: finish up all 3 books left 
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

TODAY>>>Thursday 27 April: spill: Chen
Thursday 4 May: activisms: Marcus <KK out of town>
Thursday 11 May: <LAST DAY!> DUE LEARNING ANALYSIS & PROGRESS REVIEW

>>BEFORE BREAK:

1) Attendance Portraits. Will be returned to you ....

2) PROTOTYPE -- Animacies influences on your over time of course; poster style collage and mixed media

>>AFTER BREAK:

3) Share & discussion

4) revisit: diegetic prototyping

===

===

Thursday 20 April: apart: Svedmark

===
WHERE ARE WE IN THE COURSE RIGHT NOW? 
THE FIRST OF FOUR SECTIONS IN EXPERIENCE SET 4!  >>>REFLECTION MAKES IT ALL STICK

NOTICE THAT EXPERIENCE SET 4 CULMINATES IN THE FINAL CLASS SHARING OF LEARNING ANALYSES AND PROCESS REVIEWS, 11 MAY. 

READINGS FOR EXPERIENCE SET 4: finish up all 3 books left 
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

>>TODAY: Thursday 20 April: apart: Svedmark
Thursday 27 April: spill: Chen
Thursday 4 May: activisms: Marcus <KK out of town>
Thursday 11 May: <LAST DAY!> DUE LEARNING ANALYSIS & PROGRESS REVIEW

===
TODAY'S CLASS:
Thursday 20 April: apart: Svedmark

>>BEFORE BREAK:

1) Attendance Portraits. These will be returned to you soon....

2) Your learning analysis and process review 

• read each section of description out loud
• 2 min freewrite on each as we read them together 

===

Learning Analysis for 488k 2017 by Katie King on Scribd

===

3) critical alternatives, Svedmark, pp. 185-192:

the boundary objects of: 

=reconfiguring the future
=ethics
=power
=politics
=hope

"Things can always be different." 







===
>>AFTER BREAK:

4) read epilogue to yourself, treating yourself and others tenderly: pp. 193-4.

5) DISCUSSION & TAB: diegetic prototyping 

===

TODAY'S CLASS: • Project, poster, pics & LB3: 1/4 grade >> 13 April

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

===
Timeline for today's events in
Workshop 2: • Making and Non-Human Emergences

COLLABORATE WITH EMERGENT PROCESSES! FLASH YOUR ACTIONS!

5pm-5:20pm: Set up stations
5:20pm-5:25pm: Overview of events, answer any questions
5:25pm-5:45pm: Quiet whole-group observations
5:45pm-6:10pm: Group 1 spotlight
6:10pm-6:35pm: Group A spotlight
6:35pm-6:45pm: Break
6:45pm-7:30pm: Debrief/Feedback

Group 1 would be odds and Group A would be evens. This allows 20 minutes for silent walking around, and 25 minutes for each half of the class to talk to their peers in depth.



===
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, Project, Poster

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

• 5:20 - 5:45 => 20 mins :: SILENT WALK AROUND
=walk around the stations SILENTLY and take notes on each project materials.
=note people's names, project titles, poster process visuals
=what are your reactions, interests, thoughts, ideas, questions? note them for later.

• 5:45 - 6:10 => 25 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 - 6:35 => 25 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!

• 6:35 - 6:45 => 10 MINS :: BREAK
• 6:45 - 6:50 => ATTENDANCE PORTRAITS



• 6:50 - 7:30 => 40 MINS :: DEBRIEF & FEEDBACK

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 projects
=what you really appreciated in ways posters visualized process
=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.

===
NEXT WEEK WE BEGIN THE END WITH EXPERIENCE SET 4!!

READINGS FOR EXPERIENCE SET 4: finish up all 3 books left 
• Svedmark. 2016. Becoming Together and Apart. Linköping.
• Chen. 2012. Animacies. Duke.
• Marcus. 2015. Self Care for Activists. Mocana.

Thursday 20 April: apart: Svedmark
Thursday 27 April: spill: Chen
Thursday 4 May: activisms: Marcus
Thursday 11 May: <LAST DAY!> DUE LEARNING ANALYSIS & PROGRESS REVIEW

===

Thursday 6 April: self-care: Marcus

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

NOTICE THAT NEXT WEEK 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.

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 6 April: self-care: Marcus
Thursday 13 April <WORKSHOP 2> NON-HUMAN: DUE PROJECT & POSTER

===

===
TODAY'S CLASS:
Thursday 6 April: self-care: Marcus

>>BEFORE BREAK:

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

2) Self-care and its boundary object affects

Filing out form first self, then partners, section by section, shared with class.

===

===

===

Exploring Self Care & Boundary Object Affects by Katie King on Scribd

===
>>AFTER BREAK:

Boundary objects, con't with handouts.

===

Exploring Boundary Object Affects by Katie King on Scribd

===
NEXT WEEK:
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.

===

Thursday 30 March: techno-emotions: Svedmark

===
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

===

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.

===
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"?

===
>>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

===

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

===
Bring your kit to class today! 

===
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

===
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.)

===
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

===



===
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?

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

===
>>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

===
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

===
ENVIRONMENTAL JUSTICE WORK, Chen, p. 11: 

===
TOXINS, Chen, p. 11: 

===
QUEERED AND RACED ANIMACIES, Chen, p. 12:

===