Difference between revisions of "FREE-Design Research-Internet Memes"
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| + | [[File:1366746718472.jpg|200px|thumb|right|Richard M. Stallman]] | ||
| + | [[File:Potato-Jesus1.jpg|200px|thumb|right|Ecce Homo, aka Potato Jesus]] | ||
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=== General Outline === | === General Outline === | ||
Central to the "Free Culture" project is the free sharing of knowledge and easy accessibility to culture. An example that | Central to the "Free Culture" project is the free sharing of knowledge and easy accessibility to culture. An example that | ||
| − | demonstrates these principles is the phenomenon of memes. | + | demonstrates these principles is the phenomenon of internet memes. |
| − | Within this assignment, we examine both the techniques / themes that are closely associated with these memes and | + | Within this assignment, we examine both the techniques / themes that are closely associated with these memes and free culture in a |
| − | broader sense and secondly, the qualities of a meme as a campaign strategy. Such themes include copying, remixing, sharing, modularity | + | broader sense and secondly, the qualities of a meme as a viral campaign strategy. Such themes include copying, remixing, sharing, modularity |
and collaborative / open design. | and collaborative / open design. | ||
| Line 11: | Line 14: | ||
Design a series consisting of 4 memes (initially based on existing memes). Every week, you will work on a meme that on one hand | Design a series consisting of 4 memes (initially based on existing memes). Every week, you will work on a meme that on one hand | ||
reflects the content of the theme but on the other hand also apply the technique associated with this theme in your design. Within the | reflects the content of the theme but on the other hand also apply the technique associated with this theme in your design. Within the | ||
| − | design, you will also reflect the political/economical/cultural/legal implications and consequences that | + | design, you will also reflect the political/economical/cultural/legal implications and consequences that lie behind or arise from this theme. |
Based on the game of exquisite cadaver and chinese whispers, students will hand over their design results for further development | Based on the game of exquisite cadaver and chinese whispers, students will hand over their design results for further development | ||
by another student during each class exercise. The final result of the assignment is a coherent series of four memes per student, each | by another student during each class exercise. The final result of the assignment is a coherent series of four memes per student, each | ||
responding to the theme of the week in a design that reflects the meaning/content. It is important to note that the insights and | responding to the theme of the week in a design that reflects the meaning/content. It is important to note that the insights and | ||
| − | designs produced should documented on the blog | + | designs produced should be documented on the Design Research [http://extra.wdka.nl/designresearch/ blog] and able to be used in the |
event campaign strategy. | event campaign strategy. | ||
| − | + | ||
=== Main Question === | === Main Question === | ||
What are the implications and consequences of meme techniques inside and outside 'Free Culture', and how can this be reflected within a | What are the implications and consequences of meme techniques inside and outside 'Free Culture', and how can this be reflected within a | ||
| − | design practice. | + | design practice. And also how does Internet memes embodies with their sole existence, modes of productions, their distribution and their content, the many |
| − | + | different facets and conflicts surrounding free culture. | |
=== Notes/goals === | === Notes/goals === | ||
| Line 28: | Line 31: | ||
* Look at ideas of originality, reproductions, and copies | * Look at ideas of originality, reproductions, and copies | ||
* The research of this assignment can also be used for the other courses involved within this project. | * The research of this assignment can also be used for the other courses involved within this project. | ||
| − | * And more specifically towards the development of a meme-like- | + | * And more specifically towards the development of a viral meme-like-campaign |
* cycle of practical research in class --> develop meme at home and so on | * cycle of practical research in class --> develop meme at home and so on | ||
| Line 85: | Line 88: | ||
Final assessment. | Final assessment. | ||
| + | |||
| + | |||
| + | |||
| + | === References === | ||
| + | |||
| + | ==== on viral ==== | ||
| + | [http://books.google.nl/books/about/And_Then_There_s_this.html?id=zlRjV2gpLwkC&redir_esc=y/ And Then There's this] | ||
| + | |||
| + | ==== on 4chan memes ==== | ||
| + | *[http://chanarchive.org/content/11_g/31800547/1361706628943.jpg / RMS dating simulator] | ||
| + | *[http://chanarchive.org/content/11_g/20990528/1320636865107.png / GNUUUU~] | ||
| + | *[http://chanarchive.org/content/11_g/21018362/1320797629011.gif / Stallman alert] | ||
| + | |||
| + | ==== relevant literature ==== | ||
| + | [http://scholar.google.nl/scholar?q=4chan+memes&btnG=&hl=en&as_sdt=0%2C5] | ||
| + | |||
| + | ==== Internet meme related news==== | ||
| + | *[http://torrentfreak.com/warner-bros-sued-for-stealing-internet-memes-130503/ Warner Bros. Sued For “Stealing”'] | ||
| + | *[http://www.latimes.com/business/technology/la-fi-tn-harlem-shake-dead-20130215,0,6162737.story/ Eight things killing the Harlem Shake] | ||
| + | |||
| + | ==== stuff to watch ==== | ||
| + | [http://crosslab.wdka.hro.nl/wiki/FREE_CULTURE_%26_THE_CULTURE_OF_%22FREE%22#.E2.80.A2_stuff_to_watch] | ||
| + | |||
| + | [[Category: FREE?!]] | ||
Latest revision as of 12:35, 9 May 2013
Contents
- 1 General Outline
- 2 Assignment
- 3 Main Question
- 4 Notes/goals
- 5 Planning
- 5.1 Week 0 - 8 May /// Kick-off week
- 5.2 Week 1 - 15 May /// Meme & copy/versions (replication without change, plagiarism, piracy, imitation (replication)
- 5.3 Week 2 - 22 May /// remix (combination of things, changing the context, appropriation)
- 5.4 week 3 - 29 May /// share (social copying and remixing)
- 5.5 week 4 - 5 June /// modularity
- 5.6 week 5 - 12 June /// collaboration/open design
- 5.7 week 6 - 19 June /// End presentation, exhibition
- 5.8 week 7 - 26 June
- 6 References
General Outline
Central to the "Free Culture" project is the free sharing of knowledge and easy accessibility to culture. An example that demonstrates these principles is the phenomenon of internet memes.
Within this assignment, we examine both the techniques / themes that are closely associated with these memes and free culture in a broader sense and secondly, the qualities of a meme as a viral campaign strategy. Such themes include copying, remixing, sharing, modularity and collaborative / open design.
Assignment
Design a series consisting of 4 memes (initially based on existing memes). Every week, you will work on a meme that on one hand reflects the content of the theme but on the other hand also apply the technique associated with this theme in your design. Within the design, you will also reflect the political/economical/cultural/legal implications and consequences that lie behind or arise from this theme.
Based on the game of exquisite cadaver and chinese whispers, students will hand over their design results for further development by another student during each class exercise. The final result of the assignment is a coherent series of four memes per student, each responding to the theme of the week in a design that reflects the meaning/content. It is important to note that the insights and designs produced should be documented on the Design Research blog and able to be used in the event campaign strategy.
Main Question
What are the implications and consequences of meme techniques inside and outside 'Free Culture', and how can this be reflected within a design practice. And also how does Internet memes embodies with their sole existence, modes of productions, their distribution and their content, the many different facets and conflicts surrounding free culture.
Notes/goals
- A study of memes and its inherent qualities (in related to intellectual property and free culture)
- Look at ideas of originality, reproductions, and copies
- The research of this assignment can also be used for the other courses involved within this project.
- And more specifically towards the development of a viral meme-like-campaign
- cycle of practical research in class --> develop meme at home and so on
Planning
Week 0 - 8 May /// Kick-off week
Introduction and general outline of assignment.
Homework: collect 3 memes that relate to the theme of the 'Free Culture' project. You will use these as a starting point for your own design! Find at least 3 definitions of memes (including references or sources), and re-phrase your own.
Week 1 - 15 May /// Meme & copy/versions (replication without change, plagiarism, piracy, imitation (replication)
Content: Discuss homework and different aspects of meme.
Exercise: play a game of exquisite cadaver based on homework collected material
Homework: develop meme in relation to copy
Week 2 - 22 May /// remix (combination of things, changing the context, appropriation)
Content: Discuss homework and theme copy
Exercise: play a game/do exercise in relation to remix based on homework/ collected material
Homework: further develop a meme in relation to remix
Content: Discuss homework and theme remix
Exercise: play a game/do exercise in relation to remix based on homework/ collected material
Homework: further develop a meme in relation to share
week 4 - 5 June /// modularity
Content: Discuss homework and theme modularity
Exercise: play a game/do exercise in relation to modularity based on homework/ collected material
Homework: further develop a meme in relation to modularity
week 5 - 12 June /// collaboration/open design
Content: Discuss homework and theme open design
Exercise: play a game/do exercise in relation to modularity based on homework/ collected material
Homework: further develop a meme in relation to open design
week 6 - 19 June /// End presentation, exhibition
Details to come
week 7 - 26 June
Final assessment.
