1: Collaboration, Introducing Interdisciplinary Studies, The Role of the Journal, Artist as Writer
*Kushner, Tony. "Is it a Fiction that Playwrights Create Alone?". Barron, Frank, et al., eds. Creators on Creating: Awakening and Cultivating the Imaginative Mind. New York: Jeremy P. Tarcher/Penguin, 1997.
*Warhol, Andy. "Work". The Philosophy of Andy Warhol (From A to B and Back Again). New York: Harcourt Brace & Company, 1975.
*Teague, Deborah. "Making Meaning--Your Own Meaning--When You Read". Bishop, Wendy, ed. The Subject is Reading. Portsmouth: Boynton/Cook, 2000.
*Tharp, Twyla. "I Walk into a White Room". The Creative Habit. New York: Simon & Schuster, 2003.
*play video of Tharp dance, from Cornish Library
*Ruscha, Ed. Excerpts from Leave Any Information at the Signal: Writings, Interviews, Bits, Pages. Schwartz, Alexandra, ed. Cambridge: MIT Press, 2002. pp. 384-429 (selection).
*put Ruscha books on reserve in Cornish Library
*Cage, John. "Composition as Process". Silence (Lectures and Writings by John Cage). Middletown, CT: Wesleyan University Press.
*Audio of Cage composition, on reserve in Cornish Library
[Tharp, Richter, Ruscha, and Cage as one reading project]
2. Boundaries and Intersections in the City: Seeing Green, Seeing Grey
*Robert Smithson image, see above
Floating Island To Travel Around Manhattan Island
Link to articles and images (on blog only) showing the realized project in 2005
*Calvino, Italo. Excerpts from Marcovaldo: or The Seasons in the City. New York: Harvest Books, 1983.
*Mowry, Jess. "One Way". Rats in the Trees. New York: Penguin Books, 1990.
*Rojas, James. "The Enacted Environment". Groth, Paul and Chris Wilson, eds. Everyday America: Cultural Landscape Studies after J.B. Jackson. Berkeley: Univ. of California Press, 2003.
*Klosterman, Chuck. "The Ice Planet Goth". Chuck Klosterman IV: A Decade of Curious People and Dangerous Ideas. New York: Scribner, 2007.
[pair Mowry, Rojas, and Klosterman together as one reading project]
3. Mapping your environment
*Kaiser, Ward L., and Denis Wood. Excerpts from Seeing Through Maps (The Power of Images to Shape Our World View). Amherst, MA: ODT, Inc.
*Harvey, P.D.A. From "The Map and Its History". Mappa Mundi: The Hereford World Map. Toronto: Univ. of Toronto Press, 1996.
*Lister, Raymond. Selected figures from Antique Maps and Their Cartographers. London: G. Bell and Sons, 1970.
*Buisseret, David. Selected figures from The Mapmaker's Quest: Depicting New Worlds in Renaissance Europe. New York: Oxford Univ. Press, 2003.
*Wood, Denis. "Two Maps of Boylan Heights". Harmon, Katherine, ed. You Are Here (Personal Geographies and Other Maps of the Imagination). New York: Princeton Architectural Press, 2004.
*Davis, Katie. "Memory Maps". Harmon, Katherine, ed. You Are Here (Personal Geographies and Other Maps of the Imagination). New York: Princeton Architectural Press, 2004.
*Turchi, Peter. Excerpts from Maps of the Imagination: The Writer as Cartographer. San Antonio: Trinity Univ. Press, 2004.
*Lamott, Anne. Bird by Bird (Some Instructions on Writing and Life). New York: Anchor Books, 1994.
*Iyer, Pico. "In Praise of the Humble Comma". Bishop, Wendy, ed. On Writing: A Process Reader. New York: McGraw-Hill, 2004.
*****
Post-charette
Naming the City, Remembering the City, Opening the City
*Calvino, Italo. Invisible Cities. New York: Harcourt Brace Jovanovich, 1974.
Orientation, or Moving through Rooms, Neighborhoods, Buildings, and Parks
*Calvino, Italo. "Park-bench vacation", from Marcovaldo: or The Seasons in the City. New York: Harvest Books, 1983.
*Featherstone, Steve. "Heads Up: Military Graffiti in Kuwait and Afghanistan". A Public Space. Brooklyn: A Public Space Literary Projects, Inc., Issue 5, December 2007. pp. 140-155.
*De Botton, Alain. Excerpts from The Architecture of Happiness. New York: Pantheon Books, 2006.
*Kazin, Alfred. Excerpt from A Walker in the City. New York: Harcourt Brace and Company, 1979.
*Lewis, Pierce. "The Monument and the Bungalow". Wilson, Groth, Paul and Chris Wilson, eds. Everyday America: Cultural Landscape Studies after J.B. Jackson. Berkeley: Univ. of California Press, 2003.
*Jackson, J.B. "The Past and Future Park". A Sense of Place, A Sense of Time. New Haven: Yale University Press, 1994.
Working in the City or, The Language of the Office: Office Culture, Office Spaces, Office Writing
*Baker, Nicholson. Excerpt from The Mezzanine. New York: Vintage Contemporaries, 1990.
*Koolhaas, Rem. "Generica". Mutations. Bordeaux: ACTAR, 2001.
*Mozingo, Louise A. "Campus, Estate, Park: Lawn Culture Comes to the Corporation". Wilson, Groth, Paul and Chris Wilson, eds. Everyday America: Cultural Landscape Studies after J.B. Jackson. Berkeley: Univ. of California Press, 2003.
Building through Seattle: Scaffolding, Containers, Atmosphere(s), Disorientation, Development and Loss
*Walker, Lester. American Shelter: An Illustrated Encyclopedia of the American Home. Woodstock: The Overlook Press, 1981.
*Buren, Daniel. "The Function of the Studio". Ulrich-Obrist, Hans and Barbara Vanderlinden, eds. Laboratorium. Antwerpen: Dumont, Promotie Antwerpen Open, 2001.
*Warhol , Andy. "Atmosphere". The Philosophy of Andy Warhol (From A to B and Back Again). New York: Harcourt Brace and Company, 1975.
*Mitchell, Susan. "Notes Toward a History of Scaffolding". D'Agata, John, ed. The Next American Essay. St. Paul: Graywolf Press, 2002.
*Ponge, Francis. Excerpts from Selected Poems. Winston-Salem: Wake Forest University Press, 1994.
*Dillard, Annie. Excerpt from The Living. New York: HarperCollins, 1992. pp. 156-167.
*Morgan, Murray. INSERT READING HERE from Tacoma Public Library Murray Morgan essay collection here
*Offenbacher, Matthew, et al., eds. La Especial Norte (zine). 2008.
Sunday, August 17, 2008
Course readings Fall 2008
Charrette reader in three sections:
Tuesday, August 5, 2008
Calendar Fall 2008
Week 1
Wed, 9/3: Introductions, syllabus reading.
Fri, 9/5:
Writing workshop. Collaborative project by discipline, mapping your discipline.
Readings: Warhol and Kushner pieces for discussion Monday, 9/8.
Week 2
Mon, 9/8: Discussion on disciplinary approaches to process/product, notetaking (see Warhol, Kushner). Cluster Course reader should be purchased from Perfect Copy and brought to class on Friday, 9/12.
Wed, 9/10: Discussion on studio practice, rehearsal. Introduce charrette, design teams (3-4 people, cross-disciplinary). Field work: Survey the block around Cornish, noting the community--who uses these spaces--and what are possible sites for interventions/insertions? How can artists use this space? Readings: Ruscha, Tharp, Cage for Monday. Bring examples of your journals.
Fri, 9/12: Charrette work-- choose route from MCC to Kerry and chart route (more on this in class).
Week 3
Mon, 9/15
Discussion on field work, Cage, Tharp, Ruscha readings. Play Cage audio in class.
Reading assignment in-class: Deborah Teague, “Making meaning as you read”.
Reading assignment for Wednesday: Jess Mowry, “One Way” from Rats in the Trees, James Rojas, "The Enacted Environment"
Wed, 9/17:
Writing workshop, responding to Rats in the Trees, The Enacted Environment. Reading assignment for Friday: Chuck Klosterman, "Something Wicked This Way Comes".
Fri, 9/19: Charette work,
Writing Center orientation 2:15- 3:00 pm.
Week 4
Mon, 9/22- Fri, 9/26
See Charette post
Week 5
Mon 9/29- Fri, 10/3
See Charette post
Week 6
Mon, 10/6
Student Affairs Orientation
Charrette Casebook due. See Charette post for details.
Wed 10/8
See Charette post for details
Fri 10/10
See Charette post for details.
Week 7
Mon, 10/13:
CLASS MEETING AT KERRY 218, Discussion on charrette projects, viewing/writing descriptions on Soundtransit installations on Broadway
Schedule Mid-term conferences, to take place during Week 8
Course evaluation for mid-term discussion during the next week
schedule reading timeline for Calvino's Invisible Cities,
Purchase Invisible Cities, as we will be utilizing this as our primary text for the next few weeks, followed by a course reader for the last few weeks of the course.
Excerpts from the book (think of this as a trailer) are here
Wed, 10/15
Discuss readings on maps, from Course Reader. Audio samples from Brian Eno (Music for Airports), Jackass, William Wegman-- discuss role of the audience in site-based works
Fri, 10/17
Library Orientation 2:30- 4:00 pm, class meeting at Cornish Library
Week 8
As both Monday and Wednesday of this week will be spent in small group conferences, you will be doing much of the work outside of the classroom. Two components that you will be responsible for during this time include reading Italo Calvino's Invisible Cities and writing in response to the work. For the writing, please consider and respond to the following:
Working from both the reading and your memories, describe at least three of the cities Marco Polo discusses with Khan, and compare to cities that you know, have visited, read about, or feel an affinity towards. What unites these disparate places? What differences do they exhibit? Who populates them? How do you navigate them? What is their character, and how does your writing reflect that character? Do you need to use different types of writing to give the sense of each different place? Is one city defined through poetry while another needs to be interviewed? When do you gain familiarity with a city? Can you trust a city?
M 10/20
Writing on charrette DUE,
Reading assignment: Italo Calvino, Invisible Cities
MID-TERM CONFERENCES AT KERRY HALL
W 10/22
Reading assignment: Italo Calvino, Invisible Cities
MID-TERM CONFERENCES AT MCC, 7TH FLOOR, FACULTY/STAFF LOUNGE
F 10/24
Cluster meeting with Erica Howard, Freeway Park. Links to articles on Freeway Park here
Week 9
M 10/27
Discussion on Invisible Cities
W 10/29
Discussion on Invisible Cities, visit Westlake Park
Fri 10/31
Field work: WATER TAXI TO ALKI. Writing prompt: Describe the journey using only words that you overhear along the way
Week 10
Mon 11/3
Calvino paper with revisions DUE, in-class peer response, discuss
Wed 11/5
Parks (continued): visit Seattle Times Park. In-class writing: Write a description/portrait of someone you passed on the street today. Then, give that description to another person in the class and ask them to make a drawing of that person (based exclusively on the description).
Fri 11/7
Class meeting at Federal Courthouse 2pm. Please remember -- no cameras, food, or drink. Also, you must present a picture I.D. (valid driver's license, state-issued identification, or passport). In-class writing: in every space that we pass through, write something as response.
Week 11:
Mon 11/10
Discussion on Federal Courthouse: Layout, writing responses--describe process for responding. Overview of course reader. Reading assignment: Graffiti piece (?) and Alain deBotton TBA
Describe Friday Volunteer Park field trip and plan itinerary on WEDNESDAY. Students to research and bring list. For this trip, I'd like to try a different format: instead of me leading/framing the experience, I'd like YOU to design what we should be taking from this experience, and examining aspects of the park that interest you, and maybe all of us.
What I'm proposing is this:
We meet at Kerry Hall, and depart (as a group) from there. You (and from here on out, I'll be referring to a collective "you") decide how we get to the park-- bus? walking? carpool?
Bring enough money for bus fare, museum entrance, other costs?
Once we arrive there, my suggestion is we sculpt a scavenger hunt, of sorts, with everyone contributing some places we should see while we're there. In part, this is to frame some of the ways I'd like us to move through the city next semester, but it also reflects the breadth of experiences available at Volunteer Park. Haven't been to Volunteer Park before? An introduction is here.
Wed 11/12
Parks: visit REI, Cascade Park, writing in comparison
Reading assignment (for Friday): TBA
Fri 11/14
Field work: Volunteer Park, as above.
Week 12
Mon 11/17
TBA, draft version below
Update this, but hold as general model: Shared class with Kim Mackay's group-- my class shares drafts of their writings on Volunteer Park with Kim's class, who act as mentors to my group-- providing analysis and feedback on the writing. The suggestions from Kim's class will be utilized in the next version, due Monday 11/24. For this version (keeping in mind that we will continue to work with this paper), please also consider the writings from the Course Reader II, and look for ways to synthesize your views with the views of Pierce Lewis, J.B. Jackson, Nicholson Baker, and Alain de Botton. For example, how does your view of the urban park differ from Jackson's?
Wed 11/19
DUE Draft #2/Synthesis paper on Volunteer Park/Course Reader II (parks). This writing should include your responses to writings by J.B. Jackson, located in the course reader. Discussion and analysis of Synthesis paper (from Kim's class) IN-CLASS. Discuss peer feedback from last week.
Fri 11/21
Columbia Tower, City Hall, Pioneer Square (time permitting).
Audio descriptions-- what did you hear during the journey?
Week 13
Mon, 11/24
Discussion on Fri 11/21 field work
Wed, 9/3: Introductions, syllabus reading.
Fri, 9/5:
Writing workshop. Collaborative project by discipline, mapping your discipline.
Readings: Warhol and Kushner pieces for discussion Monday, 9/8.
Week 2
Mon, 9/8: Discussion on disciplinary approaches to process/product, notetaking (see Warhol, Kushner). Cluster Course reader should be purchased from Perfect Copy and brought to class on Friday, 9/12.
Wed, 9/10: Discussion on studio practice, rehearsal. Introduce charrette, design teams (3-4 people, cross-disciplinary). Field work: Survey the block around Cornish, noting the community--who uses these spaces--and what are possible sites for interventions/insertions? How can artists use this space? Readings: Ruscha, Tharp, Cage for Monday. Bring examples of your journals.
Fri, 9/12: Charrette work-- choose route from MCC to Kerry and chart route (more on this in class).
Week 3
Mon, 9/15
Discussion on field work, Cage, Tharp, Ruscha readings. Play Cage audio in class.
Reading assignment in-class: Deborah Teague, “Making meaning as you read”.
Reading assignment for Wednesday: Jess Mowry, “One Way” from Rats in the Trees, James Rojas, "The Enacted Environment"
Wed, 9/17:
Writing workshop, responding to Rats in the Trees, The Enacted Environment. Reading assignment for Friday: Chuck Klosterman, "Something Wicked This Way Comes".
Fri, 9/19: Charette work,
Writing Center orientation 2:15- 3:00 pm.
Week 4
Mon, 9/22- Fri, 9/26
See Charette post
Week 5
Mon 9/29- Fri, 10/3
See Charette post
Week 6
Mon, 10/6
Student Affairs Orientation
Charrette Casebook due. See Charette post for details.
Wed 10/8
See Charette post for details
Fri 10/10
See Charette post for details.
Week 7
Mon, 10/13:
CLASS MEETING AT KERRY 218, Discussion on charrette projects, viewing/writing descriptions on Soundtransit installations on Broadway
Schedule Mid-term conferences, to take place during Week 8
Course evaluation for mid-term discussion during the next week
schedule reading timeline for Calvino's Invisible Cities,
Purchase Invisible Cities, as we will be utilizing this as our primary text for the next few weeks, followed by a course reader for the last few weeks of the course.
Excerpts from the book (think of this as a trailer) are here
Wed, 10/15
Discuss readings on maps, from Course Reader. Audio samples from Brian Eno (Music for Airports), Jackass, William Wegman-- discuss role of the audience in site-based works
Fri, 10/17
Library Orientation 2:30- 4:00 pm, class meeting at Cornish Library
Week 8
As both Monday and Wednesday of this week will be spent in small group conferences, you will be doing much of the work outside of the classroom. Two components that you will be responsible for during this time include reading Italo Calvino's Invisible Cities and writing in response to the work. For the writing, please consider and respond to the following:
Working from both the reading and your memories, describe at least three of the cities Marco Polo discusses with Khan, and compare to cities that you know, have visited, read about, or feel an affinity towards. What unites these disparate places? What differences do they exhibit? Who populates them? How do you navigate them? What is their character, and how does your writing reflect that character? Do you need to use different types of writing to give the sense of each different place? Is one city defined through poetry while another needs to be interviewed? When do you gain familiarity with a city? Can you trust a city?
M 10/20
Writing on charrette DUE,
Reading assignment: Italo Calvino, Invisible Cities
MID-TERM CONFERENCES AT KERRY HALL
W 10/22
Reading assignment: Italo Calvino, Invisible Cities
MID-TERM CONFERENCES AT MCC, 7TH FLOOR, FACULTY/STAFF LOUNGE
F 10/24
Cluster meeting with Erica Howard, Freeway Park. Links to articles on Freeway Park here
Week 9
M 10/27
Discussion on Invisible Cities
W 10/29
Discussion on Invisible Cities, visit Westlake Park
Fri 10/31
Field work: WATER TAXI TO ALKI. Writing prompt: Describe the journey using only words that you overhear along the way
Week 10
Mon 11/3
Calvino paper with revisions DUE, in-class peer response, discuss
Wed 11/5
Parks (continued): visit Seattle Times Park. In-class writing: Write a description/portrait of someone you passed on the street today. Then, give that description to another person in the class and ask them to make a drawing of that person (based exclusively on the description).
Fri 11/7
Class meeting at Federal Courthouse 2pm. Please remember -- no cameras, food, or drink. Also, you must present a picture I.D. (valid driver's license, state-issued identification, or passport). In-class writing: in every space that we pass through, write something as response.
Week 11:
Mon 11/10
Discussion on Federal Courthouse: Layout, writing responses--describe process for responding. Overview of course reader. Reading assignment: Graffiti piece (?) and Alain deBotton TBA
Describe Friday Volunteer Park field trip and plan itinerary on WEDNESDAY. Students to research and bring list. For this trip, I'd like to try a different format: instead of me leading/framing the experience, I'd like YOU to design what we should be taking from this experience, and examining aspects of the park that interest you, and maybe all of us.
What I'm proposing is this:
We meet at Kerry Hall, and depart (as a group) from there. You (and from here on out, I'll be referring to a collective "you") decide how we get to the park-- bus? walking? carpool?
Bring enough money for bus fare, museum entrance, other costs?
Once we arrive there, my suggestion is we sculpt a scavenger hunt, of sorts, with everyone contributing some places we should see while we're there. In part, this is to frame some of the ways I'd like us to move through the city next semester, but it also reflects the breadth of experiences available at Volunteer Park. Haven't been to Volunteer Park before? An introduction is here.
Wed 11/12
Parks: visit REI, Cascade Park, writing in comparison
Reading assignment (for Friday): TBA
Fri 11/14
Field work: Volunteer Park, as above.
Week 12
Mon 11/17
TBA, draft version below
Update this, but hold as general model: Shared class with Kim Mackay's group-- my class shares drafts of their writings on Volunteer Park with Kim's class, who act as mentors to my group-- providing analysis and feedback on the writing. The suggestions from Kim's class will be utilized in the next version, due Monday 11/24. For this version (keeping in mind that we will continue to work with this paper), please also consider the writings from the Course Reader II, and look for ways to synthesize your views with the views of Pierce Lewis, J.B. Jackson, Nicholson Baker, and Alain de Botton. For example, how does your view of the urban park differ from Jackson's?
Wed 11/19
DUE Draft #2/Synthesis paper on Volunteer Park/Course Reader II (parks). This writing should include your responses to writings by J.B. Jackson, located in the course reader. Discussion and analysis of Synthesis paper (from Kim's class) IN-CLASS. Discuss peer feedback from last week.
Fri 11/21
Columbia Tower, City Hall, Pioneer Square (time permitting).
Audio descriptions-- what did you hear during the journey?
Week 13
Mon, 11/24
Discussion on Fri 11/21 field work
Writing workshop in small groups, discuss assigned readings from Course Reader
Reading assignment:
Wed, 11/26 NO CLASS, THANKSGIVING
Fri, 11/28 NO CLASS, THANKSGIVING
Week 14
Discuss final portfolio design (see recent post, handout in class), in-class writing samples.
Mon, 12/1
IS Evaluation discussion
Reading assignment:
Wed, 11/26 NO CLASS, THANKSGIVING
Fri, 11/28 NO CLASS, THANKSGIVING
Week 14
Discuss final portfolio design (see recent post, handout in class), in-class writing samples.
Mon, 12/1
IS Evaluation discussion
Wed 12/3
Writing workshop, *speed dating-style*, responding to each other's papers, in small groups
Fri 12/5
Meet at MCC
Portfolio workshop, bring draft version of your assembled portfolio
Week 15
Mon, 12/8
Portfolios DUE
Week 15
Mon, 12/8
Portfolios DUE
FINAL CONFERENCES, GROUP 1 (WE'LL CHOOSE IN CLASS)
PORTFOLIOS DUE, with self-reflective writing introduction
Course evaluation, discussion, overview of Proposed Land Use Action, proposals for Spring 08 projects, Post-portfolio writing project, begin conferences
Wed, 12/10
FINAL CONFERENCES, GROUP 1 (WE'LL CHOOSE IN CLASS)
Course evaluation, discussion, overview of Proposed Land Use Action, proposals for Spring 08 projects, Post-portfolio writing project, begin conferences
Fri, 12/12 Cluster meeting, view The Cruise, Streetwise, Hype? Suggestions?
PORTFOLIOS DUE, with self-reflective writing introduction
Course evaluation, discussion, overview of Proposed Land Use Action, proposals for Spring 08 projects, Post-portfolio writing project, begin conferences
Wed, 12/10
FINAL CONFERENCES, GROUP 1 (WE'LL CHOOSE IN CLASS)
Course evaluation, discussion, overview of Proposed Land Use Action, proposals for Spring 08 projects, Post-portfolio writing project, begin conferences
Fri, 12/12 Cluster meeting, view The Cruise, Streetwise, Hype? Suggestions?
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