Reverse Charrette Project

Thanks to Google Maps for this image. This posting will be the repository for all the writing components and schedule for the Reverse Charrette Project. It repeats (and describes further) the Course Calendar, posted below. 

STAKEOUT. Research the location for the Reverse Charrette Project and write a piece that includes factual information on the site that is acquired from a source that is not the internet. This information may come from the library, an interview with a resident or worker in the neighborhood, a walk with a friend, time spent at the location, or perhaps something entirely different. These writings will be the basis for our seminar next Wednesday, so they may be notes, poems, or an essay, but they should be in a format that can be shared with the group. As always, you are welcome to include any other materials you find pertinent (photos, video, webcam, audio samples), but the primary work will emerge and build off of your writings. DUE Wednesday, January 21.

BORDERLINE OR, WRITING AROUND THE BLOCK. Working with only found text appropriated from the one block radius (same side of the street) as the site at 2105 6th Avenue, create a written piece that gives a sense of the location, the neighborhood, and the experience of walking around with the group. DUE Monday, January 26.

REVERSE CHARETTE RESPONSE. Most of this description is co-opted from the previous charrette project, but this is done honestly, as I'd like to create a link to that process here. This piece is to be an essay responding to your experiences and the development of your REVERSE charrette project. This piece is designed to reflect on the last three weeks of the course, and describe/explain particular elements that have been significant in your work (in IS) during this time. As we've discussed in class, the curriculum has (obviously) been very layered with readings, videos, audio works, your writings, field work, seminars, and group/collective project work all sharing the same place. We've ventured out into the surrounding neighborhoods, empty lots, donut shops, stone 

You've worked in groups together, exploring the layers of your own discipline and a new, perhaps foreign, way of responding to the environment. What drives you, and how is that drive perhaps encapsulated or exhibited in the project you've made? Are there things that you learned through the process that you feel are vital to share with an audience, or things that may just need to be written to clarify them? How have you seen these disparate sources link together in your writing? In your project? Are there things that really worked in the group project? Was your voice heard? How did the project develop with you or around you? What role did you find yourself taking in the process, and is this a role you've previously had in other projects? Part of the ensemble? Composer? Author? In building a document of this nature, I would encourage you to look back at the readings we've done and the writings you've done (your notes, your descriptions, your research), looking for patterns and (MLA-style) possible citations or quotes. Did certain authors articulate thoughts on a particular aspect of this program for you?

In considering the length of this document, I'm not going to offer a *word count* as a guide, but my suggestion is that it is a length (maybe 4 pages or more, or more) that allows you some space to substantially discuss everything that went into this project for you. DUE Monday, February 2.

WEATHER JOURNAL. Everyday. Due Monday, February 2. 

Reverse Charrette Calendar Dates to Remember:

PRESENTATIONS IN-CLASS ON FRIDAY, JANUARY 30!