{"id":52,"date":"2018-08-02T02:11:53","date_gmt":"2018-08-02T02:11:53","guid":{"rendered":"http:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/?page_id=52"},"modified":"2019-04-17T03:48:56","modified_gmt":"2019-04-17T03:48:56","slug":"schedule","status":"publish","type":"page","link":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/schedule\/","title":{"rendered":"Schedule"},"content":{"rendered":"

Schedule of Readings and Activities
<\/strong>(*subject to change, with prior notice, and as best suits the needs and pace of the class*<\/em>)
<\/strong><\/p>\n

Unit 1: Voice<\/strong><\/p>\n

Week 1<\/strong>
Monday, Jan. 14:<\/strong> <\/span>Classes begin. Classes begin. Introductions: syllabus, texts, policies and procedures, writing projects, assign response groups, etc.
Discussion of Writing Project #1.<\/p>\n

Reading<\/span><\/strong>: Review syllabus. Review prompt for Writing Project #1. Jonathan Sterne, \u201cIntroduction\u201d (SSR<\/em>), Aristotle extracts (handout).
Listening<\/span><\/strong>: Alvin Lucier, \u201cI am sitting in a room.” Available here<\/a>. And commentary here<\/a>.
Writing<\/span><\/strong>: All class-members: Write a response detailing (1) one sound-related experience from your life, and (2) your response to Lucier listening.\u00a0 250 words, due in Wednesday’s class.
<\/strong><\/p>\n

Wednesday, Jan. 16:<\/strong> Discussion of responses (Lucier, personal sound experiences, etc.). Further discussion of Writing Project #1.<\/p>\n

Reading:<\/span><\/strong> Barthes, \u201cThe Grain of the Voice,\u201d Cavarero, \u201cMultiple Voices\u201d (all in SSR<\/em>)
Listening:<\/span> <\/strong>Review Lucier as necessary; consider also alternate versions of his composition (some
available at UBU Web<\/a>).
Writing:<\/span><\/strong> Response Group A:
How might we contextualize Lucier\u2019s written text (available in the first paragraph of the liner notes to the recording, here<\/a>) and performance in the context of Aristotle, Barthes, and\/or Cavarero?\u00a0 250 words, due in Friday’s class.<\/strong><\/p>\n

Friday, Jan. 18:<\/strong> Discussion of Group A responses.\u00a0 Uses of Barthes, Cavarero, etc., to discuss in-class examples and ideas about poetry (handout provided in class): J.S. Mill, Wordsworth, Whitman, Dickinson, Cortez, etc.\u00a0 Preview Jordan Scott’s blert<\/em>.<\/p>\n

Reading:<\/span><\/strong> Read blert<\/em>.\u00a0 Read selections from The Davidson Writer on “The Nature of Argument<\/a>” (“Five Parts…” and “Topoi…”), and “Citing Sources<\/a>” (MLA Style, pps. 4 – 14).
Listening:<\/span><\/strong> Review Scott performing portions of blert <\/em>solo here<\/a>, and with accompaniment here<\/a>.
Writing:<\/span><\/strong> Response Group B:
In class, we discussed a small set of claims about poetry and voice. How do these ideas intersect with your own ideas about and experiences with poetry? In your discussion, be sure to quote from at least two of our extracts. 250 words<\/strong>, due in Wednesday\u2019s class.<\/p>\n

**Regular Drop\/Add ends**<\/strong><\/em><\/p>\n

\n

Week 2<\/strong>
Monday, Jan. 21: MLK Day (no class).<\/strong><\/p>\n

Wednesday, Jan. 23: <\/strong>Discussion of Group B responses; begin discussion of blert<\/em> and contexts.\u00a0 Listening to additional examples: Hugo Ball<\/a>, Christian Bok<\/a>, Steve McCaffery<\/del>, Cortez<\/a>, etc.\u00a0 Discussion of Writing Project #1.<\/p>\n

Reading<\/span>:<\/strong> Review blert<\/em>; read Dworkin (handout).
Listening<\/span>:<\/strong> Review Flub and Utter<\/em>, especially the context interviews (see links below the video-frame).
Writing<\/span>:<\/strong> Response Group C:
In class, we listened to several poets speaking and\/or performing their works. How does Scott\u2019s practice fit into and\/or challenge this context? In your discussion, be sure to carefully describe the work(s) you discuss. 250 words<\/strong>, due in Friday\u2019s class.<\/p>\n

Friday, Jan. 25: <\/strong>Discussion of Group C responses, and blert<\/em> cont’d.\u00a0 Introduction to\u00a0Lyrebird.<\/p>\n

Reading:<\/span> <\/strong>Visit lyrebird.ai<\/a>, and review their Products, Work (especially Project Revoice), FAQs, and Ethics. Create your own vocal avatar here<\/a>.\u00a0 “The Story of Dr. Rapp” (here<\/a>).\u00a0 \u201cHelping My Nonverbal Son Find his Voice\u201d here<\/a>.
Listening:<\/span><\/strong> National Geographic documentary on the lyrebird, available here.<\/a>\u00a0 NPR profile of lyrebird here<\/a>.\u00a0 NPR on risks of lyrebird here<\/a>.
Writing<\/strong><\/span>: Response Group D:
Respond to text-to-voice technologies as discussed by the Lyrebird team and those who have written about Lyrebird and the text-to-voice or vocal cloning phenomenon.\u00a0 How do these technologies illustrate and\/or complicate issues in our discussions? 250 words<\/strong>, due in class Monday.<\/p>\n

**All class members<\/em>: Response Group D will bring original writing to class.\u00a0 However, everyone<\/span> should bring their responses to-date, and as a class we will do some work identifying or creating topics\/claims for extended writing.<\/p>\n

**All class members: <\/em>After creating your vocal avatar, post at least one sentence as a link to the class domain; post before<\/span> Wednesday’s class, and be sure to categorize<\/span> your post under \u201cVocal Avatars.\u201d**<\/del><\/p>\n

**All class members<\/em>: Begin developing Writing Project #1.**<\/p>\n

\n

Week 3<\/strong><\/p>\n

Monday, Jan. 28: <\/strong>Discussion of Group D responses.\u00a0 Topic\/claim activities<\/a>.\u00a0 Introduce “Bad Lip Reading.”<\/p>\n

Listening:<\/span><\/strong> Snap Judgment, “What Accent?<\/a>“; Selected \u201cBad Lip Reading\u201d clips, including \u201cChristmas is Here,\u201d \u201cDebate Night!,\u201d \u201cInauguration Day,\u201d \u201cMore NFL,\u201d and \u201cStop it Now!\u201d (available on youtube).
Writing for discussion (not <\/em>collected<\/em>)<\/span>:\u00a0 <\/strong>
Some of the Bad Lip Reading clips are amusing (I enjoy the Star Wars<\/em> songs, and the \u201cpoetry slam\u201d between Trump and Clinton has some good parts). But how do these clips get at questions we\u2019ve been addressing thus far? Is there a difference between the live footage and the cinematic footage? If so, what is it?\u00a0 Have these notes, observations, and remarks in class on Wednesday.
<\/strong><\/p>\n

*All class members:<\/em> begin\/continue drafting Writing Project #1.<\/p>\n

Wednesday, Jan. 30: <\/strong>Discussion of text-to-voice technologies and BLR\/\/dubbing.\u00a0 Visit from the WC (confirmed).<\/p>\n

On Writing<\/span>:<\/strong> Link to Extract, Translplant, Recontextualize<\/a>.\u00a0 Continue drafting Paper 1, and bring work to class on Friday.<\/p>\n

Reading<\/span>:<\/strong> Crawford, \u201cFollowing You: Disciplines of Listening In Social Media,\u201d Dolar, \u201cThe Linguistics of the Voice\u201d (both in SSR<\/em>). Review responses to-date.<\/del><\/p>\n

Writing for discussion (not collected<\/em>)<\/span>:\u00a0 <\/strong>Respond to Crawford and Dolar, and the relevant prompt:<\/del><\/p>\n

Crawford<\/strong>: in your experience as both a social-media user and (now) a budding sound-studies student, how does Crawford use ideas of sound, listening, speaking, etc. in her discussion of social media? This piece was published in 2009. How do these claims hold up in 2018?<\/del><\/p>\n

Dolar<\/strong>: Dolar identifies several aspects of \u201cvoice\u201d that exceed formal linguistic structure. How might his terminology help us re-assess some of the examples we\u2019ve examined so far? Choose at least one of Dolar\u2019s terms, and one of our class examples, and discuss, citing both texts.\u00a0\u00a0Have these notes, observations, and remarks in class on Friday.<\/strong><\/del><\/p>\n

Friday, Feb. 1:<\/strong> Discussion of Crawford and Dolar.\u00a0<\/del> Cont’d in-class paper-work.\u00a0 Sign up for conferences, Feb. 4 – Feb 7.\u00a0 Discussion of Peer-Review procedures.<\/p>\n

Writing<\/strong><\/span>: <\/strong>Writing Project #1:\u00a0 Continue complete Rough Draft.\u00a0 Submit copy to Rippeon by email by or before 5 PM on Friday, <\/strong>for discussion with Rippeon in 1-on-1 conferences next week.
<\/strong><\/p>\n

\n

Week 4<\/strong>
Monday, Feb. 4 – <\/strong>Wednesday, Feb. 6: <\/strong>Writing Conferences with Professor Rippeon (times and locations TBD).<\/strong><\/span><\/p>\n

Writing:<\/span><\/strong> Review comments from Rippeon and continue revising.\u00a0 Prepare draft for Peer Review on Friday, Feb. 8. Distribute copies to Peer Groups before<\/span> class on Friday, and bring \u2028hard-copy comments to class on Friday for round-robin peer review.<\/p>\n

Peer-review<\/span>: <\/strong>Response Groups (A, B, C, D) arrange distribution schedule of group-papers, making sure that the group has enough time to read them before<\/em> class on Friday.\u00a0 Groups may want to balance the work-load, so that each person is only reading two papers.\u00a0 Bring hard-copy comments to class on Friday, for return to the author.\u00a0<\/p>\n

Friday, Feb, 8:<\/strong> In-class Peer Review.<\/strong>\u00a0<\/span> Bring hard-copies to class for peer-review, and be sure to have digital access to your own file as well.<\/p>\n

Reading<\/span>: <\/strong>Review Peer comments
Writing<\/span>: <\/strong>Complete final revisions of Writing Project #1.\u00a0 Due in class, on Monday, Feb, 11.\u00a0<\/strong> Papers must be properly formatted and stapled, or they will not be accepted.
<\/strong><\/p>\n

\n

Unit 2: Voice, pt. 2
<\/strong><\/p>\n

Week 5<\/strong><\/p>\n

Reading<\/span>:<\/strong> Huffington Post pieces on Taylor Swift\u2019s cover of \u201cSeptember\u201d here<\/a> and here<\/a>, and Spin <\/em>on Swift here<\/a>.\u00a0 Review of Meow the Jewels<\/em> here<\/a>.
Listening<\/span>: <\/strong>Studio 1A: \u201cTake Me On: The Art Of The Cover Song,” listen here<\/a>.
Writing<\/span>:<\/strong> Response Group A:<\/p>\n

Consider the points put forward in the Studio 1A program as well as the Huffington Post and Spin<\/em> pieces.\u00a0 Extend or re-contextualize our class discussion by referring to specific points from those pieces.\u00a0 250 words<\/strong>, due in class on Wednesday, Feb. 13.<\/p>\n

**All class members<\/em>:<\/strong> Locate a cover song and its original, or a sample and its source (youtube is a good source, and there are others).\u00a0 Offer observations and commentary on the relationship between them (cover\/original, or sample\/source).\u00a0 Support your comments with ideas and quotations from our readings, and include links to your chosen songs.\u00a0 Post your response to the class domain; be sure to categorize your post under \u201cCovers and Samples.”\u00a0 Post to the domain <\/del>by or before 5 PM, Sunday, Feb. 17.<\/strong><\/p>\n

\u00a0<\/strong><\/span><\/p>\n

Wednesday, Feb. 13:<\/strong> Discussion of Group A responses.\u00a0 Introduction to sampling and Weheliye.<\/p>\n

Reading:<\/span><\/strong> Weheliye, \u201cDesiring Machines in Black Popular Music\u201d (in SSR<\/em>).\u00a0 The New Yorker <\/em>on “Roomful of Teeth” here<\/a> (optional, but recommended).
Listening:<\/span> <\/strong>Kraftwerk, Zapp, and other examples as mentioned in Weheliye (available on youtube).
Writing<\/span>:\u00a0 <\/strong>Response Group B:<\/p>\n

Weheliye makes specific claims about the vocoder (what we now know as “Auto-tune”).\u00a0 Locate another song that makes heavy use of auto-tune, and consider Weheliye’s claims in relation to that song.\u00a0 250 words;<\/strong> due in class Friday.<\/p>\n

Friday, Feb, 15: <\/strong>Discussion of Group B responses, Weheliye, and further sampling work.<\/p>\n

Reading<\/span>:<\/strong> Doggett, Interview with Big Freedia here<\/a>.\u00a0 Clover Hope,\u00a0\u201cThe Making and Unmaking of Iggy Azalea\u201d here.<\/a>
Listening<\/span>: <\/strong>Iggy Azalea tracks (as linked and discussed in \u201cMaking and Unmaking\u201d); Big Freedia, as sampled in “Formation” and “Nice for What” as linked here<\/a>.
Writing:\u00a0 <\/strong>Response Group C:<\/p>\n

Discuss “voice” in relation to either Big Freedia or Iggy Azalea, and how “voice” plays a role in the work of either artist and\/or their reception. \u00a0250 words<\/strong>, due in class Monday.<\/p>\n

\n

Week 6<\/strong>
Monday, Feb. 18:<\/strong> Discussion of Group C responses; introduction to Douglass.<\/p>\n

Reading:<\/span><\/strong> Frederick Douglass, Chapter 2 from Narrative of the Life<\/em> (link here<\/a>).
Listening:<\/span>\u00a0 <\/strong>
Writing<\/span>:<\/strong> Response Group D:<\/p>\n

Consider the role of sound and voice in the Douglass selections.\u00a0 250 words<\/strong>; due in class Friday.
<\/strong><\/p>\n

Wednesday, Feb. 20:<\/strong> Library Session.\u00a0 Meeting location TBD.\u00a0 Brief introduction to Du Bois and Stoever.<\/p>\n

Reading<\/span>:<\/strong> W.E.B. Du Bois, extracts from The Souls of Black Folk <\/em>(“The Forethought” and Chapter 1, “Of Our Spiritual Strivings,” link to Project Gutenberg eBook here<\/a>); Jennifer Lynn Stoever, Introduction to The Sonic Color Line<\/em> (link to PDF here<\/a>), New York Times<\/em> essay here<\/a>.
Listening<\/span>:\u00a0 <\/strong>
Writing for discussion (not collected<\/em>)<\/span>: <\/strong><\/p>\n

Consider how Stoever is adapting and updating Du Bois; consider also how Stoever’s concepts of “the sonic color line” and “the listening ear” may be applicable to a variety of our texts to-date.\u00a0 Have these notes, observations, and remarks in class on Friday.<\/strong><\/p>\n

Friday, Feb. 22<\/strong>: Discussion of Group D responses.\u00a0 Discussion of Du Bois and Stoever.\u00a0 Introduction to performance poetry and “poet’s voice.”\u00a0 Introduction to Domains (bring laptop).\u00a0 Class activity: Reading a poem in groups: how and why would you perform a poem?\u00a0 (handouts supplied).<\/del><\/p>\n

Reading:<\/strong><\/span> Petronzio<\/a>, Smith<\/a>, Basile<\/a>, and Giaimo<\/a> on \u201cPoet\u2019s Voice.\u201d Branum, “My Gay Voice” here<\/a>. “Words as Feelings” here<\/a>.\u00a0 Kearney, \u201cThat Loud-Assed Colored Silence\u201d (handout on Moodle); Brathwaite, “History of the Voice” (handout on Moodle).
Listening<\/span>: <\/strong>Tracie Morris, \u201cThe Mrs. Gets Her Ass Kicked<\/a>,\u201d Kearney, \u201cThat Loud-Assed Colored
<\/strong>Silence: Protest<\/a>,\u201d McCaffery, \u201cCarnival<\/a>,\u201d The Four Horsemen, \u201cEmotional Poetry<\/a>,” Danez Smith here<\/a>, here<\/a>, and here<\/a>.
Writing<\/span>: <\/strong>Develop your topic for Project #2 (if you haven’t already).\u00a0 Write at least one paragraph (100 – 200 words) outlining your topic, approach, and any sources you have found.\u00a0 Bring to class on Monday, Feb.<\/strong> 25.\u00a0<\/strong> As you develop this paragraph, continue writing and preparing a rough draft. \u00a0<\/p>\n

\n

Week 7<\/strong><\/p>\n

Monday, Feb. 25:<\/strong> Discussion of reading\/listening.\u00a0 Preparation for VAC Gallery visit (Wednesday).<\/p>\n

Reading:<\/span> <\/strong>Our visit to the Van Every\/Smith Gallery exhibition is a “preview” for some of our Unit 3\/\/Soundscape engagements.\u00a0 To prepare for that session, please read the following short article on “historical soundscapes, by Marinna Guzy, \u201cThe Sound of Life: What is a Soundscape,\u201d parts 1<\/a> and 2<\/a>.\u00a0
Listening:<\/span><\/strong> Listen to any\/\/all links that strike your interest in Guzy’s piece.
Writing:<\/span> <\/strong>Make notes on the Guzy.\u00a0 Guzy both describes “soundscapes,” and also discusses the particular challenges of her specific work.\u00a0 Our visit to the Hiwa K exhibit will introduce us to other sounds and soundscapes–not the historical soundscapes of Guzy’s work.\u00a0 Take notes on Guzy, and keep these in mind on Wednesday.\u00a0 We will discuss both Guzy and Hiwa K in class on Friday.\u00a0\u00a0<\/p>\n

*Note: “the soundscape” will be the focus of our third unit, after Spring Break and after your second paper.\u00a0 We are taking advantage of the Hiwa K visit while it’s here on campus.\u00a0 Please take notes and otherwise record your experience as necessary; the Hiwa K exhibit will close on March 1.<\/em>\u00a0<\/p>\n

Wednesday, Feb. 27: VAC Gallery Visit: Hiwa K exhibition.\u00a0 Meet in the Van Every\/Smith Galleries for a tour and discussion of the Hiwa K exhibit.
<\/span><\/strong><\/p>\n

Reading<\/span>:\u00a0 <\/strong>
Listening<\/span>:<\/strong>
Writing<\/span>:<\/strong>\u00a0Practice posting to the class domain by posting your own short response to the Hiwa K exhibit.\u00a0 Be sure to properly categorize your post (“Hiwa K”).<\/p>\n

Friday, March 1:<\/strong> Discussion of Guzy and Hiwa K; soundscapes.\u00a0<\/span>
<\/span><\/p>\n

Reading<\/span>: <\/strong>Review sample Writing Project #2 here<\/a>.\u00a0 Note especially the use of links and other media to support and contextualize the claims in this piece.
Listening<\/span>:<\/strong>
Writing<\/span>: <\/strong>Prepare Rough Draft for Peer Review on Monday, March 11<\/strong>.
<\/strong><\/p>\n

\n

**Week 8: March 4 – March 8: Spring Break**<\/strong><\/span><\/p>\n

\n

Week 9<\/strong><\/p>\n

Monday, March 11: Peer Review and sign-up for conferences.
<\/strong><\/p>\n

Tuesday, March 12 – Friday, March 15: <\/strong>Writing Conferences with Professor Rippeon (times and locations TBD).<\/strong><\/span><\/p>\n

Reading: <\/strong>Schafer, “The Soundscape” (in SSR<\/em>).\u00a0 On “silence” as a commodity here<\/a>.\u00a0 Thoreau, extracts from Walden <\/em>on “Sounds” (click through this site to Chapter IV, “Sounds,” here<\/a>).
Writing<\/span>:\u00a0<\/strong>Review comments from Rippeon and continue revising.\u00a0 Prepare final copy.\u00a0 Due on the class domain by Friday, March 22.<\/strong><\/p>\n

\n

Unit 3: Soundscapes and Acoustic Ecology
<\/strong><\/p>\n

Week 10<\/strong><\/p>\n

**On Tuesday, March 19, and Thursday March 21, T&I will host two introductory sessions for Davidson Domains (during Common Hour).\u00a0 You will need to attend one of these, for an introduction to Domains.\u00a0 <\/em><\/span><\/p>\n

The Domain project is incredibly valuable, and the sooner you begin using your domain, the better (some departments even require a domain as part of the major).\u00a0 Your second Writing Project is hosted on the class domain, but Projects #3 and #4 will be hosted on your<\/span> domain.**<\/em><\/span><\/p>\n

Monday, March 18:\u00a0 <\/strong>Mid-semester evaluations (tentative).\u00a0 Discussion of Schafer, Thoreau.\u00a0 Discussion of Writing Project #3.\u00a0 S<\/span><\/span>oundscape activities as time allows.
<\/span><\/span><\/p>\n

Reading:<\/strong> Thompson, “Sound, Modernity, and History,” Bull, “The Audio-Visual iPod” (both in SSR<\/em>).\u00a0 THINK about SOUND<\/em>: “About” and “Maps” here<\/a>.
Listening: <\/strong>Early iPod commercials here<\/a> and here<\/a>.
Writing:\u00a0<\/strong>Continue revising Writing Project #2.<\/p>\n

Wednesday, March 20:\u00a0 <\/strong>Discuss Monday’s listening activities.\u00a0 View iPod commercials.\u00a0 Discuss Thompson, Bull, and iPod commercials.<\/p>\n

Reading:\u00a0 <\/strong>Chion, \u201cThe Three Listening Modes,” Hosakawa, “The Walkman Effect” (both in SSR<\/em>), Richardson, “Listening for Silence with the Headphones Off.”<\/a>Review Guzy, parts 1<\/a> and 2<\/a>.\u00a0 and related links.\u00a0 Review THINK about SOUND<\/em>.
Listening:\u00a0 <\/strong>Microsoft\u2019s \u201cSoundscape\u201d Project here<\/a> and here<\/a>; John Cage, \u201cWater Walk<\/a>,\u201d 4\u201933\u201d <\/em>here<\/a> and here<\/a>.\u00a0 Interview with Cage on \u201csilence\u201d here<\/a> (longer version here<\/a>, with Spanish subtitles).
Writing:\u00a0<\/strong>Continue revising Writing Project #2; final version due Friday, 3\/22.<\/strong><\/p>\n

Friday, March 22: **Writing Project #2 due.**\u00a0 <\/span><\/del><\/strong>Discussion of readings and listening.<\/span><\/span><\/del><\/p>\n

**UPDATES FOR THE WEEKEND**<\/strong> <\/span><\/p>\n

As discussed in class, here are updates for the weekend:<\/p>\n

Writing Project #2 is due<\/strong>, to the class domain, by 5 PM Sunday<\/strong><\/span>.\u00a0 Be sure to “categorize” your post properly.<\/p>\n

Please read<\/span><\/strong> or review<\/strong><\/span> the Chion, Hosakawa, Richardson, and Cage materials (as assigned Wednesday, 3\/20).\u00a0 Please also review the Picker and Rath (as assigned Friday, 3\/22).\u00a0<\/p>\n

Please complete the soundscape listening and writing activity<\/strong><\/span> described here (the previous reading and links should prepare you conceptually and theoretically for this sort of listening activity) :<\/p>\n

Writing:<\/strong> **All class-members: <\/em>Find an acoustic space (on campus or off; indoors or out).\u00a0 This may be the beginning of your third project, so you might want to plan and actually record your visit to this location.\u00a0 Describe the space using terminology from our readings.\u00a0 Consider the acoustic ecology, history, and\/or culture of the space.\u00a0 Practice thick-description and close-listening as we have done before, both presenting your space as well as your listening in a critical context.\u00a0 *500 words<\/strong>, due in class on Monday for sharing and discussion.<\/strong><\/p>\n

\n

Reading: <\/strong>Rath, \u201cNo Corner for the Devil to Hide,\u201d Blesser and Salter, \u201cAncient Acoustic Spaces,\u201d Picker, “The Soundproof Study” (all in SSR<\/em>)\u2028; “A Whole City Must Keep Quiet” here<\/a>. <\/del>
Listening: <\/strong>David Byrne, TEDtalk<\/a> and \u201cPlaying the Building\u201d here<\/a> and here<\/a>.\u00a0 Hildergard Westerkamp, “Kitts Beach Soundwalk” here<\/a>.<\/del>
Writing:<\/strong> **All class-members: <\/em>Find an acoustic space (on campus or off; indoors or out).\u00a0 This may be the beginning of your third project, so you might want to plan and actually record your visit to this location.\u00a0 Describe the space using terminology from our readings.\u00a0 Consider the acoustic ecology, history, and\/or culture of the space.\u00a0 Practice thick-description and close-listening as we have done before, both presenting your space as well as your listening in a critical context.\u00a0 *500 words<\/strong>, due in class on Monday for sharing and discussion.<\/strong><\/del><\/p>\n

\n

Week 11<\/strong><\/p>\n

Monday, March 25<\/strong>:<\/strong> Group-discussion of reading\/listening, and acoustic spaces collected by class members. \u00a0<\/p>\n

Reading:<\/strong> Please read or review the Blesser and Salter, as well as the following links:<\/p>\n

David Byrne, TEDtalk<\/a> and \u201cPlaying the Building\u201d here<\/a> and here<\/a>; Hildergard Westerkamp, “Kitts Beach Soundwalk” here<\/a>; “A Whole City Must Keep Quiet” here<\/a>.<\/p>\n

Listening:<\/strong> Sample acoustic ecology projects here<\/a>, here<\/a>, here<\/a>, and here<\/a> (for the last link, scroll down to “The Soundscape of Coffee Culture”).
Writing:\u00a0 <\/strong>Consider the space you “collected” over the weekend.\u00a0 Are there similar spaces\/sounds in the area?\u00a0 How might these be compared?\u00a0 What do those comparisons show us, about our environment, history, and\/or social interactions?\u00a0 Visit at least two more locations that overlap with your first location in some way.\u00a0 What comparisons and connections might be made between these spaces? \u00a0\u00a0Continue developing and be prepared to share further acoustic spaces as collected.\u00a0 **If you have not already, begin developing your domain, and practice embedding media (images and sounds) into your drafts of this work.\u00a0<\/p>\n

Wednesday, March 27: In-class writing workshop.\u00a0 <\/span><\/strong>Bring materials to write and be familiar with your domain.\u00a0 Be prepared to discuss your soundscape(s) and the readings as necessary.\u00a0 <\/span><\/span>
<\/strong><\/p>\n

Writing: <\/strong>Continue drafting as necessary.<\/p>\n

Friday, March 29: In-class writing workshop. <\/span><\/strong>Bring materials to write and be familiar with your domain.<\/span>
<\/span><\/strong><\/p>\n

Writing: <\/strong>Continue drafting as necessary.\u00a0 Prepare for small group peer-review on Monday, April 1.<\/strong><\/p>\n

\n

Week 12<\/strong><\/p>\n

Monday, April 1: <\/strong>Informal peer review\/\/workshop on Writing Project #3.<\/p>\n

Tuesday, April 2 – Thursday, April 4: <\/strong>Conferences; times TBD.<\/p>\n

Friday, April 5:\u00a0No class.\u00a0 Rippeon is unavoidably off campus.
<\/em><\/strong><\/p>\n

Reading: <\/strong>Review peer comments and conference notes as needed.
Listening: <\/strong>
Writing: <\/strong>Complete Project 3, post to your domain, and send Rippeon the link by 5 PM Monday.<\/p>\n

\u00a0<\/strong><\/p>\n

\n

Week 13<\/strong><\/p>\n

Monday, April 8: <\/strong>Introduction to The Revenge of Analog.\u00a0 <\/em>Introduction to Unit 4 and Paul Miller aka DJ Spooky That Subliminal Kid.\u00a0 Discussion of Writing Project #4 (due-date: May 10).<\/p>\n

In-class listening: “Pendulum Music”.<\/a><\/p>\n

**Writing project #3 due; send Rippeon a link to the project on your domain by\/before 5 PM.<\/em><\/strong><\/span><\/p>\n

Reading: <\/strong>Begin Paul Miller, read up through p. 36 (at least to “Districts”).
Listening: <\/strong>The Revenge of Analog<\/em>, parts 1 – 4 (link to the whole program here<\/a>).
Writing: <\/strong>Write 100 words (informally) considering the topic of Writing Project #4 and what you will do.\u00a0 Bring to class for discussion on Wednesday.<\/p>\n

Wednesday, April 10: <\/strong>Discussion of Miller and Revenge<\/em>.\u00a0 Group discussion of WP4 notes.<\/p>\n

Reading: <\/strong>Continue Paul Miller (pps. 36 – 77).
Listening: <\/strong>
Writing:<\/strong> Continue developing WP#4.\u00a0 Also, consider how the formal appearance of Miller’s work intersects with (complements, complicates, contradicts, etc.) the ideas in the book itself; bring 150 words on this to class on Friday.<\/p>\n

Friday, April 12: <\/strong>Discussion of Miller, your responses, and examples.\u00a0<\/p>\n

Reading: <\/strong>Complete Paul Miller, including<\/em> the back-matter of the book.
Listening: <\/strong>DJ SPooky’s “Arctic Rhythms”<\/a>.
Writing:<\/strong> Continue developing WP#4.\u00a0 Draft 250 words (notes, outlines, or draft-prose); bring to class on Monday for discussion.<\/p>\n

\n

Week 14<\/strong><\/p>\n

Monday, April 15: <\/strong>Discussion of Miller.\u00a0 Break-out work with your writing.\u00a0<\/p>\n

Reading: <\/strong>Dolar, Crawford (both in SSR<\/em>)
Listening: <\/strong>
Writing:\u00a0<\/strong>Continue work on WP#4.\u00a0 Consider how Dolar and Crawford provide models for re-assessment of our work in this course; complete 75 – 150 words on either Dolar or Crawford and bring to class for discussion. \u00a0\u00a0<\/p>\n

Wednesday, April 17<\/strong>: <\/strong>Discussion of Dolar and Crawford.\u00a0\u00a0 Review sample projects here<\/a>, here<\/a>, and here<\/a>.<\/p>\n

Reading and Listening: “<\/strong>Africa,” by Toto: here<\/a>, here<\/a>, here<\/a>, here<\/a>, and here<\/a>.
Writing:\u00a0<\/strong>Continue work on WP#4.\u00a0 Begin preparing draft for peer review (May 1).\u00a0<\/p>\n

Friday, April 19: <\/strong>Discussion of “Africa.”<\/p>\n

Reading:\u00a0 <\/strong>Album as Harvard dissertation here<\/a>.
Listening: <\/strong>Listen to the album.
Writing:\u00a0<\/strong>Continue work on WP#4.\u00a0 Complete at least half<\/em> of your draft, for a half-draft peer-review on Wednesday, 4\/24.<\/p>\n

\n

Week 15<\/strong><\/p>\n

**April 22 – 23: Easter Break**<\/strong><\/span><\/p>\n

Wednesday, April 24: <\/strong>Half-draft peer review.\u00a0<\/p>\n

Friday, April 26: <\/strong>No Class: Drop-in conferences with Rippeon (held at the Campus Outpost, from 10 until 4).\u00a0<\/p>\n

\n

Week 16<\/strong><\/p>\n

Monday, April 29: <\/strong>In-class writing workshop\/\/domain trouble-shooting.<\/p>\n

Wednesday, May 1: <\/strong>In-class peer review of full draft.<\/p>\n

\u00a0<\/p>\n

**May 2 – May 7: Classes at instructor’s discretion**<\/strong><\/span><\/p>\n

Drop-in conferences for Writing Project #4 will be offered; location and times TBD.<\/strong><\/span><\/p>\n

Writing Project #4 is due by 5 PM on May 10.\u00a0 Post the project to your domain, and send Rippeon the correct link.<\/strong><\/span><\/p>\n

\u00a0<\/p>\n

\n

May 8: Verna Miller Case Symposium (formerly known as “Alenda Lux”).<\/strong><\/p>\n

May 9: Reading Day<\/strong><\/p>\n

May 10 – May 15: Examination Period.<\/strong><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Schedule of Readings and Activities(*subject to change, with prior notice, and as best suits the needs and pace of the class*) Unit 1: Voice Week 1Monday, Jan. 14: Classes begin. Classes begin. Introductions: syllabus, texts, policies and procedures, writing projects, assign response groups, etc.Discussion of Writing Project #1. Reading: Review syllabus. Review prompt for Writing […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-52","page","type-page","status-publish","entry"],"_links":{"self":[{"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/pages\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/comments?post=52"}],"version-history":[{"count":103,"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/pages\/52\/revisions"}],"predecessor-version":[{"id":1879,"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/pages\/52\/revisions\/1879"}],"wp:attachment":[{"href":"https:\/\/www.wri-101k-s19.andrewrippeon.com\/blog\/wp-json\/wp\/v2\/media?parent=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

Monday, Feb. 11:<\/strong> **Paper 1 due in class.\u00a0<\/span><\/strong>In-class listening activities (Earth Wind and Fire\u2019s “September” here<\/a>, and Taylor Swift\u2019s cover here<\/a>; Elton John, \u201cRocket Man\u201d here<\/a>, and William Shatner, “Rocket Man” here<\/a>; , RTJ’s “Crown<\/a>” and “Creown<\/a>,” etc.).\u00a0 Introduction to Writing Project #2.<\/p>\n