#lecture7

[ecegani]

Lecture #7: Levels of Order: Regular & Modular Grid

Concepts for Order: (de)Centrality, (de)concentration, Growth Direction

Assignment #6 : Order 

For this task, we were asked to use four 21cmx21cm sketch papers. We used one of these sketch papers as a grid and created the lowest level order. We created different sketches on the second and third sketch papers using different geometric shapes. I chose to use triangles in my second sketch and circles in my third sketch. The fourth sketch paper contains the sketch formed by the overlapping of these three sketch papers.

Later, I scanned the parts that I relate to each other and want to be bold in the image on this fourth sketch paper. In my final composition, I clarified the composition formed in the fourth sketch by using black, white, and red cardboard.

While I am creating my composition, I tried to pay attention frame of reference and Gestalt principles.

..

22.11.2020

[leenythealien-blog]

Lecture 7 Reflection

(19 February 2019)

In today’s lecture class, we had been introduced to 2 new applications that is useful for the education system. First of all, we were introduced to this application on Outlook called “SWAY”. This application allows individuals to create visual stimulating newsletters, presentations and documents. We were given a few minutes to experiment and explore the application. There are both advantages and disadvantages of using this application. This application is more appealing to young people due to the visual stimulation. Besides that, the visual stimulation and navigation allows a longer attention span of target audience.

Next, we were introduced to this website called “poll.excitem.com”. This website allows individuals to create new poll and receive answers anonymously. We were also given a few minutes to explore this website. An individual was given a chance to volunteer by asking a question to the class which was, “What keeps you alive?�� and majority of the answers were ‘oxygen’. A few advantages of using this website was discussed together in class. This website is useful for feedback as it allows people to answer anonymously and instructor are able to know in general of the student’s feelings towards the particular lesson that was being taught. It also allows the students to engage with particular sensitive questions and opens a channel of honest and discussion learning.

Last but not least, we were instructed to plan a lesson plan among our group members on “How to love yourself/develop self-love” using song lyrics and 2 tools from those we learnt in class. The lesson plan was then presented by each group. This was the lesson plan that was discussed among my group members and me:

Song Lyrics

Warrior – Demi Lovato (Eileen)

Now I'm a warrior Now I've got thicker skin I'm a warrior I'm stronger than I've ever been And my armor, is made of steel, you can't get in I'm a warrior And you can never hurt me again

 Rise – Jack & Jack (Catherine)

Say we're going no no no no no no nowhere But we they don't know know know is we don't don't care We're gonna keepin' on, keepin' on going til' we can't go no more We're gonna ri-ri-ri-ri-rise 'til we fall, yeah

 Skycraper – Demi Lovato (Khavi)

I’ll be rising from the ground

 New Romantics – Taylor Swift (Najlaa)

Cause, baby, I could build a castle Out of all the bricks they threw at me And every day is like a battle But every night with us is like a dream

 When the party’s over – Billie Elish (Amira)

But nothing is better sometimes Once we've both said our goodbyes Let's just let it go Let me let you go

 Phase 1: Based on current events, there is no prior knowledge of self-love by the students, ranging from the age of 13 to 17 years old.

Step 1: Ask them general questions/assume what self-love is

Step 2: Tools that we’re using: Webjets.com and SWAY

 Phase 2: Planning for integration

Step 3: Teaching them about self-acceptance, how to gain self-esteem and how to explore the nature of self through quizzes and presentations

Step 4: Using SWAY by including music videos, graphical videos and images relating to the lyrics. Secondly, using Webjets.com by giving them an activity to do such as expressing themselves through blog based on self-love.

Step 5: Get them into small groups of 4-5

 Phase 3: Post-instruction analysis & Revisions

Step 6: Analyse general feedback given by the students after the activities have been carried out.

Step 7: If there is a flaw in the current lesson plan, technological tools or any related tools will be revised.

I admit that as a student who’s constantly busy with studies and the daily routine, I tend to forget to prioritize myself first especially my mental health. As an advance learner, today’s class is a wake-up call for me as it shows me that self-love is the most important thing above else. Without self-love, we are unable to have a healthy and happy relationship with anyone including ourselves. I learned that having your own theme song can be one of the ways to remind yourself about self-love and as a motivation to continue surviving through the hardships of life.

Multimedia Artifact

Acknowledgement 

TED-Ed. (2015) 3 Tips To Boost Your Confidence [online] available from <https://www.youtube.com/watch?v=l_NYrWqUR40> [19 February 2019]

The School of Life (2016) Self-Esteem [online] available from <https://www.youtube.com/watch?v=wC9S_fFMnaU> [19 February 2019]

The School of Life (2016) Self Compassion [online] available from <https://www.youtube.com/watch?v=-kfUE41-JFw> [19 February 2019]

[juliancsblog]

Creating a spiral Twirl

[christophe76460]

7 marques qui devraient unir les Églises - SOLA

Il y a un seul corps et un seul Esprit, comme aussi vous avez été appelés à une seule espérance par votre vocation; il y a un seul Seigneur, une seule foi, un seul baptême, un seul Dieu et Père de tous, qui est au-dessus de tous, et parmi tous, et en tous.

(Éphésiens 4 : 4-6)

1. Un seul corps

En affirmant qu’il n’y a qu’un seul corps, Paul parle du corps spirituel de Christ. Notre unité en Christ par laquelle « nous avons accès au Père dans un même Esprit » décrit notre union trinitaire avec Dieu qui marque le sommet de l’œuvre rédemptrice de Dieu. Dieu avait prévu «de réunir toutes choses en Christ, celles qui sont dans les cieux et celles qui sont sur la terre (Ép 1.10) » afin que, entre autres choses, «l’Église, qui est son corps (Ép 1.22-23).»

Dit simplement, un seul corps signifie que nous avons l’Esprit, que nous sommes en Christ et que nous montons vers le Père. De plus, la métaphore du corps dépasse la figure de rhétorique puisqu’elle est une réalité basée sur l’œuvre d’unité du Saint-Esprit.

2. Un seul Esprit

Il est évident qu’un seul Esprit fait référence au Saint-Esprit, le médiateur aimant, qui fait la médiation entre Christ et nous, nous unit aux autres et par Jésus nous amène au Père. Puisque l’Esprit nous unit à Christ, il nous donne la vie. Notre vie est entrelacée avec celle de Christ en vertu de notre union physique et spirituelle avec lui qu’il a appelée notre “vie”. Comme Paul le dit ailleurs : “ce n’est plus moi qui vis, c’est Christ qui vit en moi (Ga 2.20).”

Ces passages démontrent pourquoi Paul considère qu’être rempli de l’Esprit est la clé de notre sanctification : “remplis de l’Esprit (Ép 5.18).” Autrement, comment pourrions-nous être “une habitation de Dieu en Esprit (Ép 2.22) sans être remplis de l’Esprit? Mais, il vit en nous et il doit nous remplir.

3. Une seule espérance

Nous étions tous morts dans nos péchés ‘sans espérance et sans Dieu dans le monde (Ép 2.12; 2.1).’ Mais, l’Esprit nous fait réaliser notre espérance (Ép 2.17-18). Cet espoir, dans le contexte d’Éphésiens, est de connaître le Père en Christ par l’Esprit en devenant de plus en plus saint en tant que corps de Christ (Ép 2.18-22).

Ailleurs, Paul explique comment nous pouvons connaître Dieu de cette manière. Notre espérance n’inclut pas seulement notre justification à la résurrection, mais aussi la résurrection des morts elle-même. Nous gémirons avec la création jusqu’au jour où nous verrons Dieu face à face, non plus comme dans un miroir flou, mais avec la clarté que la sainteté nous accordera.

4. Un seul Seigneur

La création n’a qu’un but : l’unité de tous dans le corps de Jésus (Le plan A). Comme Paul l’explique, Dieu nous ‘a fait connaître le mystère de sa volonté, selon le bienveillant dessein qu’il avait formé en lui-même, pour le mettre à exécution lorsque les temps seraient accomplis, de réunir toutes choses en Christ, celles qui sont dans les cieux et celles qui sont sur la terre (Ép 1.9-10).

Pour appuyer le même argument, Paul explique dans un autre passage que Christ ‘a voulu créer en lui-même avec les deux un seul homme nouveau (Ép 2.15).’ Cette union nous apporte la paix avec Dieu et les autres par l’entremise de la croix de Christ (Ép 2.15-16) et elle installe Christ à notre tête, le Seigneur de l’Église.

5. Une seule foi

La foi ici ne réfère pas exactement à notre croyance subjective en Christ, bien qu’elle en fasse partie. Mais, comme ailleurs (Jude 3), elle inclut un aspect de ‘confessions’ ou de ‘système de croyances.’ En ce sens, les fonctions spirituelles que l’Esprit confère au corps de Christ nous aident à ‘l’unité de la foi (Ép 4.13). Par notre confession de foi (que nous sommes un seul corps spirituel en Christ), nous recevrons l’unité de la foi. Cette foi devient notre bouclier et notre protection (Ép 6.16).

6. Un seul baptême

Le baptême chrétien signifie le baptême au ‘nom du Père, du Fils et du Saint-Esprit (Mt 28.19). Le baptême au nom du Père, du Fils et du Saint-Esprit était le début et la fin de l’adoration pour l’Église primitive. Le début puisque l’entrée dans l’Église nécessitait la confession du nom trinitaire. La fin parce que notre adoration nous amène au Père par l’Esprit en Christ.

7. Un seul Dieu et Père de tous

Paul a déjà énoncé notre confession en un Seigneur et un Esprit. Maintenant, nous confessons un seul ‘Dieu et Père de tous.’ À ce moment, Paul préserve l’unité de Dieu en écrivant ‘un seul Dieu’ ainsi que sa pluralité en écrivant ‘Père.’ Le fait que Dieu soit trois et un communément évoqué comme l’unité de Dieu et la divinité de Christ soutiennent la majorité du Nouveau Testament.

Dans 1 Corinthiens, par exemple, Paul cite le Shéma de Deutéronome 6, le texte emblématique d’Israël pour affirmer l’unité de Dieu, en y insérant le Père et le Fils dans sa confession d’unité : ‘néanmoins pour nous il n’y a qu’un seul Dieu, le Père, de qui viennent toutes choses et pour qui nous sommes, et un seul Seigneur, Jésus-Christ, par qui sont toutes choses et par qui nous sommes (1 Co 8.6).’ Il n’y a qu’un Dieu, le Père, et un Seigneur (un titre constant pour Dieu dans l’Ancien Testament), Jésus Christ. Les deux personnes sont impliquées dans la création.

La création vient du Père par le Seigneur Jésus Christ. Alors, le Père et le Fils jouent un rôle dans la création et malgré tout cela, il n’y a qu’un seul Dieu (Jean 1.1-3). Paul affirme, sans s’excuser, l’unité de Dieu tout en distinguant le Père et le Fils.

Conclusion

Nous pouvons maintenant voir plus clairement pourquoi il s’agit de l’unité de l’Esprit puisque chacun des sept seul se chevauche étroitement : chacun touche à notre habitation spirituelle, notre union avec Christ et avec les autres par l’Esprit et notre mouvement vers le Père.

Notre unité est réelle parce que Christ nous unit réellement et spirituellement à Christ et aux autres, pourtant nous devons tout de même grandir dans cet aspect parce que le ‘lien de paix’ requiert que l’Esprit nous remplisse afin que nous atteignions la plénitude de notre unité dans l’Esprit.

Wyatt Graham

[reportwire]

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[clunce]

I uploaded all the class materials. Please contact me if you have any questions.

I uploaded all the class materials. Please contact me if you have any questions.

I uploaded all the class materials. Please contact me if you have any questions. These questions don’t have to be too long. Lecture video: https://mediaspace.msu.edu/media/MI302_Ch5_v2/1_0pf9bc6h These are the questions: Q1: Explain why triangles with zero or two +’s are unbalanced. (lecture7:55) Q2: Describe why Figure5.1(b) is significantly stronger than figure 5.1(d) (lecture22:37) Q3: List…

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1. Read through my powerpoint carefully and read/watch all the links: Lecture 7 - Social Justice, Social Movements, and Strategies for Dismantling Oppression.ppt Actions 2. Read pgs 6-8 of this pdf (the section titled "Meaning of Social Justice"): 3. Then, choose ONE of these questions to answer in a thoughtful, creative 350-word post: How do we dismantle the “imperialist white supremacist capitalist cisgender heteropatriarchy”? ( bell hooks) How do we end institutional racism? How do we end sexism and dismantle patriarchy? How do we end sexual prejudice and tackle homophobia and transphobia? How do we reduce social inequality and end poverty? How can we be more intersectional in our thinking? (if you want to write about how we can end any other social injustice or oppression, please feel free!) attachment Ornstein2017_Article_SocialJusticeHistoryPurposeAnd.pdf attachment Lecture7-SocialJu

1. Read through my powerpoint carefully and read/watch all the links: Lecture 7 – Social Justice, Social Movements, and Strategies for Dismantling Oppression.ppt Actions 2. Read pgs 6-8 of this pdf (the section titled “Meaning of Social Justice”): 3. Then, choose ONE of these questions to answer in a thoughtful, creative 350-word post: How do we dismantle the “imperialist white supremacist capitalist cisgender heteropatriarchy”? ( bell hooks) How do we end institutional racism? How do we end sexism and dismantle patriarchy? How do we end sexual prejudice and tackle homophobia and transphobia? How do we reduce social inequality and end poverty? How can we be more intersectional in our thinking? (if you want to write about how we can end any other social injustice or oppression, please feel free!) attachment Ornstein2017_Article_SocialJusticeHistoryPurposeAnd.pdf attachment Lecture7-SocialJu

1.  Read through my powerpoint carefully and read/watch all the links:  Lecture 7 – Social Justice, Social Movements, and Strategies for Dismantling Oppression.ppt

Actions

2.  Read pgs 6-8 of this pdf (the section titled “Meaning of Social Justice”):

3. Then, choose ONE of these questions to answer in a thoughtful, creative 350-word post:

How do we dismantle the “imperialist white supremacist…

[bouken-life]

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[juliancsblog]

Creating a spiral first attempt

[artfromthefuture]

4.0-late-gothic-chest by designucdavis

[sxnyng]

Lecture Seven

A 61-million-person experiment in social influence and political mobilization

 As always, the relevance of the weekly readings prompts me to reflect on my own tendencies when using Facebook or other social media platforms. It's interesting to read that seeing the faces of friends influence people’s behaviour (and I would believe attitude too) towards something. Personally, I have noticed that others’ preferences rub off on my own too. For instance, I may base my decision on whether to like a page or join a group on Facebook on whether or not anyone in my friend list has done so (”how many?” and “who?” are also important considerations).

We can see how powerful social media is in shaping our beliefs and attitudes; ideas, facts, propaganda spread at an unprecedented rate, infiltrating groups, organisations, nations. It is also noticeable how easy it is to kickstart a movement, to champion a cause or to rally people together through mere “shares” and “likes” on Facebook. An intended effect or not, but I cannot help but think if we are unknowingly manipulated by the happenings on social media. 

It is frightening when ill-informed people get exposed to biased and bigoted information. Their inability to discern the truth colours their judgement. Sometimes, the effects of this phenomenon could have significant consequences towards our global political and social landscape, to put it generically.

[jhdesignresearch]

Lecture Seven

Design Research 1

Week 7

13.4.2016

How Communication Design Became a Discipline: And a profession

Question, who is planning on working in the design era?

Who are your design heroines/heroes?

- David Trubridge

Who do you expect your peer group to be?

- Designers of all ages, at this point I would expect all of them to be older than me

Why did I come to uni to study communication design?

- Because I felt it had more of a real-world application of the arts when compared to a fine arts degree.

How communication design became to be a profession and a discipline

What is a discipline?

How does one create a discipline?

Is design a single discipline? 

What are the origins of design discipline?

How does comm design fit into that?

How have these factors altered over time?

What is not a discipline ?

Job

- Doesn’t necessarily have a peer group

Craft/trade

- Skill based, organised, education via apprenticeship

Profession

- Specialist, industry-sanctioned theoretical education, group based on a vocation or calling, for a long time, design was a profession

What is a discipline?

- Not defined by a profession, though it may be closely linked to one

- An area that shares common methods

- An area that has a dedicated literature to promote new knowledge about itself

- Related to self-control compared to a paycheck  

Communication Design as a craft

- Not called Communication Design

- Early publishing was organised in ‘Guilds’

- Really important up to the 18th century, space, traditions, indication rights, looked after its own

- Still around but largely ceremonial

- Engraving and typography were different processes, and thus very separate

- Carving, scratch, ink, pressure, print

- Letterpress, ink letter, paper- quicker as letter and image required different processes

- Early posters tended to have a lot of next and were in the largest type size you can get, no images

- Posters rely on people ‘responding to something that you give them’

- The public sphere, defining thing you find in there was a newspaper, the private sphere was seen as very different from the public sphere

- Thomas Bewick, 1795 made wood engraving famous, brought image and type together, was able to print all in one go

- This was an Important step by Bewick as when image increased in popularity,  type lost its meaning. This mean that the printers and engravers were now cut out of their higher place in society, changing hierarchies completely 

- The mechanization of printing 1830’s brought together writers to become a union, they were known for sticking together and being seen as a trade that was one

- The newspaper is shown in the private sphere, weekly, womens, childrens pages, still weekly at this point as it was too complicated to get more copies made any faster than that

- Text and image were much easier to put together when they had wood engraving

- Basically, there was an increasing divide between the lithographers and the engravers

- Lithography took over advertising and was very popular in the 1700’s and 1800’s as colour printing became popular

Communication design as a profession

- The difference between a trade and a profession was the difference between the working and middles classes

Medieval Universities had just three categories

- Divinity (theology)

- Medicine

- Law

- The concept of a discipline developed in Germany in the 19th century

Disegno

- Renaissance word, drafting or a process conceptualising and developing an idea rather than making the product/idea itself

- The art work by John Flaxman in 1776 on the pottery, he was payed much more than the potters who actually made the pot

Education

- France developed schools for designers for industrial manufacture from 1726

- Design at this point relates to decorative and ornamental imagery

- British Manufacturing success was caused by the 1850’s reform of design

- This ‘reform’ was most notably done through Henry Cole and a project he set up named the ‘Chamber of Horrors’. This showing was set up at South Kensington Museum with the key aim of schooling the public on good and bad design

- Used a wall paper as an example of ‘bad design’ c.1850 Potters of Darwen

- ‘Bad’ design was anything that impersonated 3d space, as it was considered ‘bad’ not to keep the integrity of 2d space.

- William Morris and the arts and craft movement followed earlier design reformers’ ideas about flatness, but rebelled against industrialisation

The split between ‘liberal’ and ‘technical’ education

- ‘Liberal’ (arts) creates better citizen

- ‘Technical’ Creates better workers, hands-on

- Art was liberal education, design and the rapidly developing advertising were seen as technical

- Liberal created individuals, Technical was anonymous

- These facts means that it is hard to find design hero/ines at this time as it was anonymous 

- By WWI the main jobs in the area were those of of the printer and ‘commercial artist’. 

- Advertising was developing the ‘art director’. These roles remained standard until at least the 1950’s.

- After WWI there were educational experiments to marry art and industry

- This was epitmoised in the creation of the Bauhaus

Bauhaus was closed in 1943 by Hitler

- Pulled together all mediums of creation, avant -garde art with typography and photography

- Kept the connection to older principles but rested on the beackbone of printing

- Dwight Dwiggins 1928 decided that ‘graphic design’ was going to be a term used as it pulled together all of the mediums that he explored as a designer in print

- From this period two traditions emerged

Based on advertising, Illustration, posters and magazines, and located in art schools

Situated around the printing trade, and favouring fine typography, the book and photography.

-Traces of these two can still be found. They dislike one another.

Commercial art- lithographic

- Toulouse-Lautrec, Beggarstaff Brothers, Leyendecker

- Beggarstaff Brothers 1895 show the modernist simplification not shown in art at the time

- J.C Leyendecker c.1930

- Treat type as an element of your design rather than an add on

- Herbert Bayer 1939 ‘Mount’ used photography and type together

- Joseph Muller-Brockmann all about image working together in harmony

- Paula Scger 1995

Typographic, important figures

- El Lissitsky

- Jan Tsichold

- Herbert Bayer

- Joseph Müller Brockmann

- Massimo Vignelli

- Paula Scher

Concept based

- Paul Rand

- Bill Bernbach

- Saul Bass

- Wolfgang Weingart

- David Carson

- Stephan Sagmeister

- Cipe Pineles

- Paul Rand 1949, bring the idea that it’s not the illustration, that counts, rather the concept

- The ‘Creative Revolution’ when advertising moved away from an illustration base

- Relies on very witty concept Bill Berncatch of DDB 1959

- VW adds were very effective as they had to make people who wanted a huge car something the opposite

 - Saul Bass movie poster 1959

- Wolfgang Weingart 1984 become symbols of shifting away from the trends, considered to be really out there

- David Carson was apart of of the revolution of pushing away, getting people with intrigue

- Stefan Stagmeister 1999 the designer becomes the design

Challenge

- Find the design Heroines

- Find the key companies, the H&H are pushed by these

Professional organisations to consider your peers:

1914: AIGA – American Institute of Graphic Art

1928: ISTD – International Society of Typographic Designers

1963: AIC – International Colour Association

1967: ICOGRADA – International Council of Graphic Design Associations

Rough timelines

1950’s – 60’s: Graphic Design emerges as a profession, with a particular focus on modernist corporate identity. Advertising goes photographic. Professional Journals proliferate

1970’s: Graphic Design courses take over from printing courses.

1980’s: Desk-top publishing emerges, forcing designers to publicise the profession. Many professional bodies and professional awards are started. Design moves from Art Colleges into Universities.

1990’s: The Web emerges. The term ‘graphic design’ starts to look limiting – terms like ‘interactive design’ are tested. Academic Journals.

2000’s: Communication Design emerges as discipline (in 2008 ICOGRADA becomes the International Council of Communication Designers. Emphasis shifts from print to ‘design thinking’. Architects and Product Designers push towards a more generic design.

Communication design, what is it today?

- Can be regarded as a discipline – if new

- Has a literature, research and means of dissemination

- Has a professional body, but not universal acceptance

- Has inherited a lack of clarity from ‘graphic design’ about what core subject knowledge is

- Lacks the ethical and regulatory aspects of some professions, such as architecture

- Still evolving and changing today- and for the rest of time

[bouken-life]

　　　　　豪華すぎるトーク祭@ヒカリエ ＼　《シェア願》オンラインアーカイブ化 決定！　／ http://www.d-department.com/jp/archives/people/48669 行きたいのに遠方でどうにもいけない。 ゆっくり聞きたいけど子どもがいるからなぁ。 そに日はすでに予定があって... などなど、全国から寄せられるあらゆる声に答えまして、 10回通しパスポート購入で、 オンラインアーカイブも完備します〜！ トーク開催日の翌々日までにUPして、 URLとパスワードをメールでお送りする予定です！ これがあれば、会場でも、オンラインでも楽しめます。 （ウェブはまだアップデートされてませんが、 安心して、Off-Grid Life PASSPORT ¥8000-をお買い求めください） すでに、単品購入されている方も、 パスポートにアップグレードできますので、 会場で追加の5500円払っていただく OR 10月の分だけ購入してて9月のアーカイブみたい方の対応を今検討中なので、 ちょっとお待ちください！（＞＜） ////////// よく目を凝らすと、世の中捨てたもんじゃないなぁ、 未来って楽しみだなぁ、ってことが たくさんある。 暮らしかた冒険家の仕事って、 そういう未来のかけらを集めて歩いたり、 つくっていくことだと思ってます。 未来に希望が持てなかったり、 行き詰まってるひとには、 ぜひこのエネルギーを受け取りに来てほしい。 未来を楽しくサバイブするための 《思想》と《哲学》を満タンなトークでお待ちしています。 エコハウスや食べ物の話なんかは、 とてつもなく身近なトピック。 快適だし、おいしいし、勉強すると暮らしは必ず豊かになる。 建築家の竹内昌義さんも、わたしも、 いったい何してるのかわからないくらい あちこちいろいろやっているわけですが、 アジカンの後藤正文さんにいたっては、 人気すぎるロックスターがこんなに 社会のことを丁寧に 組み上げていくのかという尊敬しかない。 豊かな未来を早くみたいから。 だからこその、幅広さと、ラインナップと奥深さを ぜひ体感してみてほしいです。 ////////// 　 ◉Lecture1 わざわざ行く店 渡邉麻里子（タルマーリー）× 宮本篤（USHIO CHOCOLATL ） わざわざ行かないと行かない人気店ってなんなんだ。 それで儲かってるんなら、そっちの方が利益率高くってしあせじゃないですか？ という仮説の元、いろいろ聞いてみようと思います。 《暮らしかた冒険家的詳細解説→ https://goo.gl/AVCo9Y 》 　 ◉Lecture2 ゴミをいかして未来をつくる 東野唯史・華南子（ReBuilding Center JAPAN）× 野原健史（のはら農研塾） 暮らしかた冒険家とは家族のような付き合いの2組。 ゴミとマジメとセンスがマリアージュした時に起こる、 すんげー未来の景色を垣間見たとき、 きっとみなさんも、ゴミがゴミに見えなくなるはず。 《暮らしかた冒険家的詳細解説→ https://goo.gl/vrr6Sq 》 　 ◉Lecture3 まちの空気をつくる小商い 本郷紘一（SENDAI COFFEE STAND）× 立道嶺央（POMPON CAKES） コーヒー屋さんのようで、コーヒー屋さんだけでは語れない。 ケーキ屋さんのようで、ケーキ屋さんだけでは語れない。 彼らの仕事にはまちや仕事がどう映っているのか、 まちと自分の関わりかたの新たな視点が生まれるかも！？ 《暮らしかた冒険家的詳細解説→ https://goo.gl/r1ZpNu 》 　 ◉Lecture4 これからの暮らしかたって何だ？ 田中辰幸（ツバメコーヒー）× 小倉ヒラク（発酵デザイナー） 見えない事象を言語化したり、見える化するのが、得意な2人。 今回の《これからの暮らしかた》って 言葉にするとなんだろう？を2人の力を借りて紐解きたい！ みなさん、言語化の瞬間に立ち会ってください。 　 ◉Lecture5 可能性を見つめ直して仕事をつくる 森下静香（Good Job! Center KASHIBA）× 阿部裕志（巡の環） 障害がある人がどう働くか、 離島でどう仕事をつくるか、 効率重視の社会では光が当たりにくかったことに価値を見出し 仕事をつくっている発想の転換力や行動力が気になるところ。 　 ◉Lecture6 快適でかっこいい、家づくり最前線 佐藤欣裕（もるくす建築社）× 高岡文紀（アーキテクト工房Pure） 快適でカッコよくってエコ。 もはや選ばない理由がなく、間違いなく未来の家はこっち！と 竹内と伊藤が断言できる家づくりを地方都市で進めるお2人に これからの住宅がどうなっていくのかを聞いてみます。 これから、家づくりするみなさん、絶対、聞いた方がいい。 　 ◉Lecture7 これからのエネルギー 井筒耕平（あわくら温泉 元湯）× 中嶋健造（土佐の森・救援隊） 林業にまつわることを、普通に暮らしていると耳にしない。 森林を活用すれば《日本は資源大国》という可能性と そこに立ちはだかる壁について、 バイオマスボイラーの活用と林業の現場から、 語ってもらいます。 　 ◉Lecture8 宿がつくる、まちのグルーヴ 宮本吾一（Chus）× 塩満直弘（萩ゲストハウスruco）× 遠矢弘毅（Tanga Table） 旅で行くなら、地元密着型のホステルやゲストハウスが魅力的。外の人と、中の人をつなぐ《宿》の可能性を、課題を知ることは、きっと日本の可能性を探ることになるんじゃないか、と思ってます。なにより、魅力的なオーナー3人に会ってほしい！ 　 ◉Lecture9 水辺を考えると、暮らしが豊かになる 泉英明（水都大阪有志チーム）× 臼本隼也（渚の交番青島プロジェクト実行委員会） 《水に流す》というように、日本では水は不都合を流す場所でした。ゆえに、大事にされていない場所だったのかもしれません。その水の辺りをどうリデザインしていくか、これはきっと目をつぶっていたいろいろなことに向き合うってことなんだと思います。 　 ◉Lecture10 食べものと流通 野口勲（野口種苗研究所）× 藤田和芳（大地を守る会） 《食べていく》という本質を、長年考えてきた、2人の先人に語ってもらいます。《絶望のその日まで、希望の種を蒔く》という野口さんの言葉、《小さな自己決定が世界を変えていく》という藤田さんの言葉が、この展示を総括するようなものになると思っています。 　 ////////// ★申し込み→ http://www.d-department.com/jp/archives/people/48669 ////////// そもそも... 現在、渋谷ヒカリエ8階のd47MUSEUMにて、 日本の47人《これからの暮らしかた》というテーマで 8/3-10/9まで展示を企画・キュレーションしています。 内容について語ってMOVIEもあるのでこちらもぜひ。 http://www.hikarie8.com/d47museum/2017/07/nippon47-2017-off-grid-life.shtml ////////// 出演： タルマーリー Mariko Watanabe USHIO chocolatl ReBuilding Center JAPAN 東野 唯史 (Tadafumi Azuno) 東野 華南子 (Kanako Azuno) のはら農研塾 野原 健史 (Kenji Nohara) 野原 由美 (Yumi Nohara) SENDAI COFFEE STAND POMPON CAKES 立道 嶺央 (Leo Tatemichi) ツバメコーヒー 小倉 ヒラク (Hiraku Ogura)​ Good Job！センター 巡の環 阿部 裕志 (Hiroshi Abe) もるくす建築社 アーキテクト工房Pure 高岡 文紀 (Fuminori Takaoka) あわくら温泉　元湯 井筒 耕平 (Kohei Izutsu) 中嶋 健造 (Kenzo Nakajima) Chus - チャウス 宮本 吾一 (Goichi Miyamoto) 萩ゲストハウスruco hagi guesthouse ruco 塩満 直弘 (Naohiro Shiomitsu) Tanga Table - Hostel and Dining 遠矢 弘毅 (遠矢弘毅) 泉 英明 (Hideaki Izumi) 臼本 隼也 (Toshiya Usumoto) 野口種苗研究所 大地を守る会（大地宅配） ​ 竹内 昌義 (Masayoshi Takeuchi) 後藤 正文 (Masafumi Gotoh) ASIAN KUNG-FU GENERATION 伊藤 菜衣子 (Saiko Ito) 主催： D&DEPARTMENT PROJECT イラスト： Chalkboy Kohei Yoshida THANKS： ナガオカ ケンメイ (Kenmei Nagaoka) 松添 みつこ (Mitsuko Matsuzoe) 黒江 美穂 (Miho Kuroe) Mutsumi Shimizu 村田 英恵 (Hanae Murata) 田邊 直子 (Naoko Tanabe) 石井 唯 (Yui Ishii) 池田 秀紀 (Hidenori Johnny Ikeda) 葛原 信太郎 (Shintaro Kuzuhara) 天川 祐太朗 (Yutaro Amagawa)

[natashacubias274]

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