Tara is already thinking some questioning is happening. Questioning is good.
What is ecology? What is an ecology of noticing? What is it to notice? To be noticed? Who notices? What can notice? What then, is an ecology of noticing? Or, better, what might an ecology of noticing be?
What is a question? What, though, is a good question? How do you make one? How do you know when you’ve met one?
This is a studio for three year olds (those with young cousins or siblings will know what I mean), why? what? how come? why doesn’t? why does? Not only for the number of questions, but also the wonder that drives these questions. And their naivety. Our theory relies on habits and habits become things that conceal how complicated things are. For a three year old, everything is deeply wonderously complicated. Bring it on.
Lucas is beginning to wonder what there might be instead of, in lieu of, story. I wonder what answers we might end up with? Jules is ready, if not a little anxious while Lucas reckons the comfort of reason needs to be ignored in approaching this studio! While I’m sure it will feel like this, a lot of the time, reason remains, usually, front and centre (though perhaps in different ways). He’s also intrigued by what there might be, apart from story.
Jialu makes the lovely observation about how we start each year with bright intentions, and lists some, and then an excerpt from a letter.
Questions
Tara is already thinking some questioning is happening. Questioning is good.
What is ecology? What is an ecology of noticing? What is it to notice? To be noticed? Who notices? What can notice? What then, is an ecology of noticing? Or, better, what might an ecology of noticing be?
What is a question? What, though, is a good question? How do you make one? How do you know when you’ve met one?
This is a studio for three year olds (those with young cousins or siblings will know what I mean), why? what? how come? why doesn’t? why does? Not only for the number of questions, but also the wonder that drives these questions. And their naivety. Our theory relies on habits and habits become things that conceal how complicated things are. For a three year old, everything is deeply wonderously complicated. Bring it on.
Lucas is beginning to wonder what there might be instead of, in lieu of, story. I wonder what answers we might end up with? Jules is ready, if not a little anxious while Lucas reckons the comfort of reason needs to be ignored in approaching this studio! While I’m sure it will feel like this, a lot of the time, reason remains, usually, front and centre (though perhaps in different ways). He’s also intrigued by what there might be, apart from story.
Jialu makes the lovely observation about how we start each year with bright intentions, and lists some, and then an excerpt from a letter.
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Adrian Miles
Adrian Miles is a Senior Lecturer in New Media and currently the Program Director of the Bachelor of Media and Communication Honours research studio at RMIT, in Melbourne, Australia. He has also been a senior new media researcher in the InterMedia Lab at the University of Bergen, Norway. His academic research on hypertext and networked interactive video has been widely published and his applied digital projects have been exhibited internationally. Adrian's research interests include hypertext and hypermedia, appropriate pedagogies for new media education, digital video poetics, and the use of Deleuzean philosophy in the context of digital poetics. He was the first or second person in the world to videoblog.
March 1, 2017
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