Standing Peachtree and Indigenous New Media

Schedule

Below, you will find the schedule for this course. This schedule is subject to change, so please check it regularly. No changes will be made that are disadvantageous to you as a student. For example, readings may be reordered, but not added. Deadlines may be pushed back, but not pushed forward. If you are in need of an extension at any point during the course, see the course syllabus for instructions.

For Georgia Tech’s academic calendar, click here.


WEEK ONE

January 8 (Tuesday) – Syllabus + Common First Week
Readings: Note that readings listed under a specific day are due THAT DAY.
Assignments Due: Note that assignments listed under a specific day are due THAT DAY.

January 10 (Thursday) – WOVEN + Portfolio Overview
Readings: WOVENText Chapter 4, pp. 95-99
Assignments Due:

  • Print, sign, and return “Statement of Understanding” found on Canvas under “Files” tab.
  • Note that your Common First Week Video is due next Tuesday, January 13.

WEEK TWO

January 15 (Tuesday) – Drawing the Concepts
Readings: None.
Assignments Due:

  • If you have not already done so, print, sign, and return “Statement of Understanding” found on Canvas under “Files” tab.
  • Download Cmap Tool software BEFORE CLASS. You can download here.
  • Take a look at the concept map assignment on Canvas under “Files” tab.
  • Common First Week Video due by midnight on Canvas. 

January 17 (Thursday) – Indigenous New Media
Readings + Media: Watch the Introduction to the 2014 Indigenous New Media Symposium.
Assignments Due:

  • The concept map assignment is due on Canvas by 11:59pm this evening. Follow the directions in the assignment.

WEEK THREE

January 22 (Tuesday) – Never Alone + Story
Readings & Media: 
“The Truth About Stories” (PDF on Canvas) + “Stories Take Place” (PDF on Canvas)
Assignments Due:

  • Blog 1 of 14: In your reading today, King describes the importance of story and narrative in how we come to knowledge and experiences. He makes the assertion that “the truth about stories is, that’s all we are.” Are there any connections you can make between your field of study and the arguments that King made in this chapter? Is story essential in how we approach topics, research, and even the technology that we engage here at Georgia Tech? If so, how? If not, why?

January 24 (Thursday) – Never Alone + Visual Rhetoric
Readings: The Mechanics of Survivance in Indigenously-Determined Video-Games: Invaders and Never Alone
Assignments Due:

  • Blog 2 of 14: It is difficult to actually define “survivance.” It is defined differently by the different peoples that see it through. In your reading, how does the writer define survivance and how does the writer see survivance functioning within and portrayed by the two games: Invaders and Never Alone? 
  • Discussion question due for Composition Project #1. This will be submitted via email to Dr. Murdock by 11:59pm. Use subject line provided in assignment prompt.

WEEK FOUR

January 29 (Tuesday) — Never Alone + Connecting… 
Readings:  “Introduction,” Visualizing B Cell Development: Creating an Immunology Video Game, Emily Lunhui Ling
Assignments Due:

    • Blog 3 of 14: In today’s reading, we see how video games can be used to engage a critical topic such as immunology. Can you think of any instances in which video games, VR experiences, or apps are being used within your field to mediate complex conversations? What affordances do you think these different types of media offer? What do you think might be some limitations to the use of such media in science and engineering?

January 31 (Thursday) — Knowledges and Multimodality
Readings: WOVENText pgs. 75-79
Assignments Due: 

Blog 3 of 14: You’ve heard a few stories so far. There are more coming. Stories about ancient peoples, about new medias, tradition and new takes on tradition, different notions of identity and knowledges. However, so far, we’ve only encountered on way that stories (and knowledges) are communicated. In a short consideration, think about how the media you have encountered thus far is in conversation with your reading for today. There are a series of questions on pgs. 76-77 that may help with your connections. Certainly, we are working to understand knowledge as story, but does it matter how the story is mediated?

WEEK FIVE

February 5 (Tuesday) — Trickster + Visuality
Readings: Trickster to pg. 59
Assignments Due:

  • Blog 4 of 14: In previous posts, you were asked to consider how knowledge is conveyed and told through story. In the earlier weeks of this course, this illustrated through games. We are currently transitioning into discussion of visual and material rhetoricsBriefly consider how knowledges are represented in Trickster, through visual means. Now, consider how you have visually represented research in other classes. Can both be considered rhetorical mediations of knowledge and research? Explain your reasoning.

February 7 (Thursday) — Peer Review + Consultations
Readings: None.
Assignments Due:

  • Bring rough drafts of project statement and poster to class.

WEEK SIX

February 12 (Tuesday) – Peer Review + Consultations

Readings: None.
Assignments Due:

  • Bring rough drafts of project statement and poster to class.

February 14 (Thursday) — Gathering Knowledges Gallery Walk
This is the day 1/2 of Composition Project #1 is due. Your digital poster should be submitted by 11:59pm on Canvas. We will open the door for visitors promptly at 12pm. The walk will continue until 1:15pm. 

February 15 (Friday) — Project Statement Due
This is the day 1/2 of Composition Project #1 is due. Your project statement should be submitted by 11:59pm on Canvas.


WEEK SEVEN

February 19 (Thursday) — A Tribe Called Geek + Podcasts
Readings & Media: 
Listen to Think Indigenous – “Ryan McMahon”
Listen to A Tribe Called Geek – “A Long Time Ago, On A Rez Far Away.”
Assignments Due:

  • Blog 5 of 14: In the “Think Indigenous” podcast, McMahon talks about the act of remembering and how that connects to “ways of knowing,” something we will talk quite a bit more about as the class continues. Essentially, how we come to knowledge and then communicate that knowledge to others. Write a short story about how you arrived to our class. It might be that your family has lived here for years or that you just arrived to this land in August of last year, whenever and whatever connection you have to this place, describe it through the selection of a single story. This post only requires that you write a short story about yourself and how you arrived to our class.

February 21 (Thursday) — Making Podcasts Workshop
Listen: RUMBLE [1] [2]
Assignments Due:

  • If you have not already completed a Strengths Finder exercise and need a code to do so, contact Dr. Murdock ASAP.

WEEK EIGHT

February 26 (Tuesday) —  Teamwork Makes the Dream Work (Teamwork Seminar)
Readings: N/A
Assignments Due:

  • Clifton Strengths Finder: You should come to class having completed the Strengths Finder assessment. This will be essential in today’s seminar.
  • Blog 5 of 14: What will be your team’s subject for Composition Project #2 and what potential difficulties do you anticipate?

February 28 (Thursday) — CLASS WORKDAY
Readings: N/A
Assignments Due: 

  • Blog 6 of 14: In class on Tuesday, we had a guest speaker guide us through effective teamwork. This is essential to your success in this project, as well as in many of your respective fields. Write a short summary discussing Tuesday’s workshop and how you feel it might be helpful to your team moving forward.

WEEK NINE

March 5 (Tuesday) — Music Changes Us
Readings: “We’ll Get There With Music”: Sonic Literacies, Rhetorics of Alliance, and Decolonial Hearing in Joy Harjo’s Winding Through The Milky Way” (PDF on Canvas)
Assignments Due: 

  • Blog 7 of 14: Earlier this semester, we discussed sustainability and the various different ways that sustainability is being engaged. How might you put this text and perhaps Joy Harjo’s (Mvskoke Nation) piece into conversation with the UN Sustainable Development Goals?

March 7 (Thursday) — Workshop
Assignments Due: Bring your podcast and rationale to class. You will given the whole class period to work on the podcast and the rationale.


WEEK TEN 

March 12 (Tuesday) – ONLINE CLASS – Click here.

March 13 (Wednesday) —  Composition Project #2 due on Canvas by 11:59pm EST. The podcast should be in .mp3 or .mp4 format. The rationale document should be in .doc, .docx, or .pdf format.  Any other formats will not be accepted. If you encounter any issues while submitting your assignment, email Dr. Murdock immediately.

March 14 (Thursday) – ONLINE CLASS – Click here.


WEEK ELEVEN

March 19 (Tuesday) – NO CLASS
March 21 (Thursday) – NO CLASS


WEEK TWELVE

March 26 (Tuesday) — The Land Has Memory
Readings: “The Land Has Memory” (PDF on Canvas)
Assignments Due: 

  • Blog 9 of 14: Places and spaces can articulate public memory. That means that various public spaces, even on campus, communicate a specific narrative about the past, present, and future of that place, as well as the communities that interact with it. One example of this would be “TECH” at the top of Tech Tower. Those letters define the university community and reaffirm the university identity to those who see it, both on campus and off. This is layered, which means that different people and different communities perceive those letters as part of “memory” in different ways. From memorials to museums to buildings and the land itself, memory is housed and communicated through the various places and spaces. So, then, can you think of any places that might be a site of “public memory”? Why and how?

March 28 (Thursday) — Legible Sovereignties 
Readings: “Contours of the Land: Place-as-Rhetoric and Native American Effigy Mounds” (PDF on Canvas)
Assignments Due:

  • Blog 10 of 14: We’ve discussed the Standing Peachtree site in class. There were mounds at this site. The mounds were destroyed in the 1970s for the construction of the Atlanta Waterworks intake. If we understand places-as-rhetoric and places-as-memory, what does the Standing Peachtree site say? What is legible and what is not?

WEEK THIRTEEN

April 2 (Tuesday) – Trail of Lightning
Readings: To Chapter 16. Not the entire novel. Trigger warning for violence. 
Assignments Due: 

  • Blog 11 of 14: Land is a central theme in the book, Trail of Lightning. How do you see land being mediated, told, engaged, and/or used in the book? Go deeper than “land is important” here. Instead, provide specific instances within the novel that center the land. Then, place it into conversation with our previous discussions regarding place-as-rhetoric and place-as-memory.

April 4 (Thursday) – Braiding Sweetgrass
Readings: Kimmerer, “Braiding Sweetgrass” (PDF on Canvas) OR Brooks, “The Common Pot” (PDF on Canvas)
Assignments Due:

  • Blog 12 of 14: Both readings have different ways of mediating land and knowledge. Place whichever reading you chose into conversation with our previous “media” from throughout the course. Do you see any relations?

WEEK FOURTEEN

April 9 (Tuesday) — Workshop
Readings: None.
Assignments Due:

  • Bring the materials you need to work on Composition Project #3.

April 10 (Wednesday) –  Composition Project #3 materials due on Canvas by 11:59pm EST. 

April 11 (Thursday) —  Standing Peachtree Lives Symposium
Assignments Due: Today, each group will present their campaign idea during class. This is a formal class presentation. 


WEEK FIFTEEN

April 16 (Tuesday) — Portfolio Workshop

April 18 (Thursday) — Corn Husk Dolls + Portfolio Workshop
Readings:
Assignments Due:

  • Bring digital copies of your work throughout the semester to continue curating your final portfolio.

WEEK SIXTEEN

April 23 (Tuesday) — Portfolio Workshop
Readings: No readings.
Assignments Due:

  • LAST BLOG POST: Create another Concept Map. How has your knowledge of Standing Peachtree and sustainability changed over the course of the semester? Post the image to the course blog!
  • Bring digital copies of your work throughout the semester to continue curating your final portfolio.

FINALS

N1: Portfolios are due May 2 by 2:10pm EST. No extensions are allowed.