pinwheel assignment for green media
1. by now, you have all received invites to pinwheel.
2. join pinwheel.
3. set up a profile, add a photo, and write a description.
4. find and follow all members (students and professor) of our class.
5. post at least two notes - about anything or anyplace.
6. play. get to know the platform by playing and participating within it.
please have all of this completed by class on thursday.
Tuesday, February 21, 2012
Tuesday, February 14, 2012
all the stuff you get rid of in a day project
all the stuff you get rid of in a day project for green media
1. tomorrow (wednesday, february 15) photograph everything you throw out or get rid of during the whole day.
2. select your best photos and upload them to flickr.
3. title and tag all your photos. put them into a set. title your set.
4. sometime before class on thursday, february 16, post a tweet that includes a link to your project.
5. in class on thursday, be prepared to demo your work. if you have no work to demo, do not come to class.
hints:
* you have one day to make and share this project: stay focused.
* be as precise as possible.
1. tomorrow (wednesday, february 15) photograph everything you throw out or get rid of during the whole day.
2. select your best photos and upload them to flickr.
3. title and tag all your photos. put them into a set. title your set.
4. sometime before class on thursday, february 16, post a tweet that includes a link to your project.
5. in class on thursday, be prepared to demo your work. if you have no work to demo, do not come to class.
hints:
* you have one day to make and share this project: stay focused.
* be as precise as possible.
Thursday, February 02, 2012
what i eat and drink in a day project
what i eat and drink in a day project for green media
1. photograph everything you eat and drink in one whole day.
2. select your best photos and upload them to flickr.
3. title and tag all your photos. put them into a set. be creative with all aspects of this project. make it interesting.
4. sometime before class on thursday, february 9, post a thick tweet that includes a link to your project.
5. in class on thursday, be prepared to demo your work.
rules:
a. steps 1-4 must be complete prior to class on thursday.
b. if you have no work to demo, do not come to class.
1. photograph everything you eat and drink in one whole day.
2. select your best photos and upload them to flickr.
3. title and tag all your photos. put them into a set. be creative with all aspects of this project. make it interesting.
4. sometime before class on thursday, february 9, post a thick tweet that includes a link to your project.
5. in class on thursday, be prepared to demo your work.
rules:
a. steps 1-4 must be complete prior to class on thursday.
b. if you have no work to demo, do not come to class.
Thursday, January 26, 2012
twitter assignment
twitter assignment for students enrolled in green media
1. if you have not yet joined twitter, join twitter.
2. create a profile. in either your user name or bio (or both), use your real name.
3. make your profile public. if you already have a twitter account that is private and wish to keep it that way, create a new account for this class.
4. find and follow all members (students and professor) of our class. also follow GleesonLibrary. although you are not required to follow ITweetUSF, you'd be a fool not to.
5. get into the habit of checking twitter at least once a day.
1. if you have not yet joined twitter, join twitter.
2. create a profile. in either your user name or bio (or both), use your real name.
3. make your profile public. if you already have a twitter account that is private and wish to keep it that way, create a new account for this class.
4. find and follow all members (students and professor) of our class. also follow GleesonLibrary. although you are not required to follow ITweetUSF, you'd be a fool not to.
5. get into the habit of checking twitter at least once a day.
Monday, January 23, 2012
community garden outreach (spring 2012)
Community Garden Outreach
Environmental Studies 145
Thursdays, 12:45 – 4:25 pm, in the USF Garden
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues 1 – 2 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to ideas, skills, and practices in ultra-local, urban-based food production and distribution. Through course readings and discussions, harvesting in the USF garden, running the campus farmstand, and working on group projects, students will gain first-hand knowledge of and experience in ultra-local, urban-based food systems.
Learning Outcomes
1. Develop practical skills in harvesting, preparing, preserving, and distributing food;
2. Gain hands-on experience in designing, implementing, publicizing, and administering the campus farmstand;
3. Learn how to collaborate creatively and effectively.
Course Schedule
This course meets once-a-week for fifteen weeks. Approximately one-third of our class periods will be spent discussing assigned readings and films, sharing ideas and progress on group projects, and brainstorming our next farmstand. Another one-third of our class periods will be spent in cooking and homesteading workshops in the community kitchen at St. Cyprian's Church (2097 Turk Street). A final one-third of our class periods will be spent setting up, administering, documenting, and breaking down our campus farmstands.
Grading
33% - Quizzes, homework, in-class assignments, weekly reflections, and class participation.
33% - Participation in and contribution to campus farmstands, including designing, setting up, publicizing, preparing food, administering, documenting, and cleaning up.
33% - Individual contribution to group project. This includes: selecting a topic that sustains your attention for a semester; working with other team-members in a collective and generous manner; and devoting at least four hours a week to your project.
Attendance Policy
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Environmental Studies 145
Thursdays, 12:45 – 4:25 pm, in the USF Garden
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues 1 – 2 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to ideas, skills, and practices in ultra-local, urban-based food production and distribution. Through course readings and discussions, harvesting in the USF garden, running the campus farmstand, and working on group projects, students will gain first-hand knowledge of and experience in ultra-local, urban-based food systems.
Learning Outcomes
1. Develop practical skills in harvesting, preparing, preserving, and distributing food;
2. Gain hands-on experience in designing, implementing, publicizing, and administering the campus farmstand;
3. Learn how to collaborate creatively and effectively.
Course Schedule
This course meets once-a-week for fifteen weeks. Approximately one-third of our class periods will be spent discussing assigned readings and films, sharing ideas and progress on group projects, and brainstorming our next farmstand. Another one-third of our class periods will be spent in cooking and homesteading workshops in the community kitchen at St. Cyprian's Church (2097 Turk Street). A final one-third of our class periods will be spent setting up, administering, documenting, and breaking down our campus farmstands.
Grading
33% - Quizzes, homework, in-class assignments, weekly reflections, and class participation.
33% - Participation in and contribution to campus farmstands, including designing, setting up, publicizing, preparing food, administering, documenting, and cleaning up.
33% - Individual contribution to group project. This includes: selecting a topic that sustains your attention for a semester; working with other team-members in a collective and generous manner; and devoting at least four hours a week to your project.
Attendance Policy
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Monday, January 09, 2012
green media (spring 2012)
MS 301: Green Media
Tues & Thurs 9:55 – 11:40 am
Lone Mountain 350
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues 1 – 2 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Green Media is an advanced production media studies course devoted to making media about making food. In this class, we will learn how to combine words, photographs, video, and social media to tell and share compelling stories about food and food production. Along the way, we will explore different meanings of food, food politics, and connections between food and culture.
Learning Outcomes
1. Learn how to use social media to make and share engaging stories about food and food production;
2. Develop a unique, creative, and compelling voice within your media work; and
3. Learn how to collaborate creatively and effectively.
Course Texts/Costs
o All readings are free and online, available for free via Gleeson Library, or available for free outside my office.
o Students are required to purchase a flickr pro account ($25/year).
o Throughout the semester, students will accrue a number of food-related costs, including homework assignments involving shopping at local farmer’s markets and purchasing ingredients to cook or bake class-related assignments.
Course Schedule
On Tuesdays, we will discuss readings, films, and videos about food, food production, food politics, and food and culture. All readings/viewings will be assigned at least a week prior to being discussed. On Thursdays, we will have social media workshops in class, cooking workshops in the kitchen at St. Cyprian's Church (2097 Turk Street), and Demo Days – class periods when students demonstrate their green media. There is no final exam.
Grading
Quizzes, homework, and in class assignments - 20%
Class and online participation - 30%
Projects - 50%
Attendance Policies
o Missing class, or attending class unprepared, will significantly affect your final grade.
o If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
o On Demo Days, a completed assignment is your ticket to ride. If you have not completed the assignment, do not come to class.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Tues & Thurs 9:55 – 11:40 am
Lone Mountain 350
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues 1 – 2 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Green Media is an advanced production media studies course devoted to making media about making food. In this class, we will learn how to combine words, photographs, video, and social media to tell and share compelling stories about food and food production. Along the way, we will explore different meanings of food, food politics, and connections between food and culture.
Learning Outcomes
1. Learn how to use social media to make and share engaging stories about food and food production;
2. Develop a unique, creative, and compelling voice within your media work; and
3. Learn how to collaborate creatively and effectively.
Course Texts/Costs
o All readings are free and online, available for free via Gleeson Library, or available for free outside my office.
o Students are required to purchase a flickr pro account ($25/year).
o Throughout the semester, students will accrue a number of food-related costs, including homework assignments involving shopping at local farmer’s markets and purchasing ingredients to cook or bake class-related assignments.
Course Schedule
On Tuesdays, we will discuss readings, films, and videos about food, food production, food politics, and food and culture. All readings/viewings will be assigned at least a week prior to being discussed. On Thursdays, we will have social media workshops in class, cooking workshops in the kitchen at St. Cyprian's Church (2097 Turk Street), and Demo Days – class periods when students demonstrate their green media. There is no final exam.
Grading
Quizzes, homework, and in class assignments - 20%
Class and online participation - 30%
Projects - 50%
Attendance Policies
o Missing class, or attending class unprepared, will significantly affect your final grade.
o If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
o On Demo Days, a completed assignment is your ticket to ride. If you have not completed the assignment, do not come to class.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Tuesday, November 29, 2011
media fast, take two; or, final exam for intro to media studies
1. sometime between today, tuesday, november 29, and monday, december 5, stop using all modern media. you can read books and magazines and papers, but stop using media that is electronic or digital. no iphones, no facebook, no text. no computers, TVs, or radios. no CD players, digital cameras, or tape recorders. mark the time your media fast begins.
2. continue your fast for as long as possible. go longer than your first fast.
3. when your absence from media becomes dangerous, impossible, or unbearable, return to them. note which device you broke your fast with and record the time.
4. calculate how long your media fast lasted.
5. take some time -- a few hours, a day -- to reflect upon what happened.
6. in no more than two pages, share your findings. be sure to include connections with at least two readings from intro to media studies.
7. once you have finished your two-page essay, copy your favorite part - a sentence, a few sentences, a paragraph - and paste it as a comment to this blog post. you can comment anonymously, with an identifiable nickname, or with your full name - your call. If you do comment anonymously, be sure to notify me so i can make sure you fulfilled this part of the assignment. (i will give a brief demo on commenting to blogs in class on thursday.)
8. bring your final essay to class on tuesday, december 6. make sure your name is on it.
tip: think about the timing of your media fast and strategize accordingly.
2. continue your fast for as long as possible. go longer than your first fast.
3. when your absence from media becomes dangerous, impossible, or unbearable, return to them. note which device you broke your fast with and record the time.
4. calculate how long your media fast lasted.
5. take some time -- a few hours, a day -- to reflect upon what happened.
6. in no more than two pages, share your findings. be sure to include connections with at least two readings from intro to media studies.
7. once you have finished your two-page essay, copy your favorite part - a sentence, a few sentences, a paragraph - and paste it as a comment to this blog post. you can comment anonymously, with an identifiable nickname, or with your full name - your call. If you do comment anonymously, be sure to notify me so i can make sure you fulfilled this part of the assignment. (i will give a brief demo on commenting to blogs in class on thursday.)
8. bring your final essay to class on tuesday, december 6. make sure your name is on it.
tip: think about the timing of your media fast and strategize accordingly.
Monday, October 31, 2011
leveling up with gene yang at san francisco public library
great looking event - and extra credit opportunity for intro to media studies students - at san francisco public library:
saturday, november 5, 1-2:30 pm.
latino/hispanic community meeting room b
main library, lower level
saturday, november 5, 1-2:30 pm.
latino/hispanic community meeting room b
main library, lower level
Thursday, October 27, 2011
media fast homework assignment
1. sometime between thursday, october 27 and monday, october 31, stop using all modern media. you can read books and magazines and papers, but stop using media that is electronic or digital. no iphones, no facebook, no text. no computers, TVs, or radios. mark the time your media fast begins.
2. continue your fast for as long as possible - the longer, the better.
3. when your absence from media becomes dangerous, impossible, or unbearable, return to them. note which device you broke your fast with and record the time.
4. calculate how long your media fast lasted.
5. take some time -- a few hours, a day -- to reflect upon what happened.
6. in no more than one page, share your findings. make sure your name is on the page and bring it to class on tuesday, november 1.
tip: think about the timing of your media fast and strategize accordingly.
2. continue your fast for as long as possible - the longer, the better.
3. when your absence from media becomes dangerous, impossible, or unbearable, return to them. note which device you broke your fast with and record the time.
4. calculate how long your media fast lasted.
5. take some time -- a few hours, a day -- to reflect upon what happened.
6. in no more than one page, share your findings. make sure your name is on the page and bring it to class on tuesday, november 1.
tip: think about the timing of your media fast and strategize accordingly.
Wednesday, October 26, 2011
mid-term 2 study guide
Mid-term 2 for Intro to Media Studies covers all the assigned readings, lectures, and guest lectures from September 27 to November 1. The test includes 33 multiple choice, true or false, and fill-in questions. You have the entire class period to take the test.
In preparing for mid-term 2, you should read and understand the following:
Steven Lubar, “Radio,” in InfoCulture: The Smithsonian Book of Information Age Inventions (Houghton Mifflin Co, 1993), pp. 213-241.
Reyhan Harmanci, Battle over KUSF’s Future Rages On, The Bay Citizen, March 19, 2011.
Sami Grover, Cutting-Edge Animation & Video, Made in Off-Grid Treehouses, Treehugger blog, July 20, 2011.
Robert A. Rosentone, “The Historical Film: Looking at the Past in a Postliterate Age,” in Marcia Landy (ed), The Historical Film: History and Memory in Media (Rutgers University Press, 2000): pp. 50-66.
Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Television and the Power of Visual Culture,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 143-171.
Joseph Turow, “Understanding the Strategies of Media Giants,” Media Today: An Introduction to Mass Communication, 4th edition (Routledge, 2011): pp. 192-223.
You should also review your class notes and be familiar with the following:
* early amateur radio and DIY culture
* radio's development into a consumer product
* radio and advertising
* radio and war
* the current state of KUSF
* Trout Gulch
* How-to Homestead
* Professor Kaiser's lecture about film and memory
* mainstream films construction of historical worlds
* early television sponsorship
* quiz shows
* the economics of reality tv
* threats and challenges to television
* the basic strategies of Disney, News Corp, and Google
* Professor Silver's lecture on Bob Dylan.
Also, review notes from class discussions of popular music projects and student media fasts.
Friendly reminder: consider studying and discussing this material with a classmate or small group.
In preparing for mid-term 2, you should read and understand the following:
Steven Lubar, “Radio,” in InfoCulture: The Smithsonian Book of Information Age Inventions (Houghton Mifflin Co, 1993), pp. 213-241.
Reyhan Harmanci, Battle over KUSF’s Future Rages On, The Bay Citizen, March 19, 2011.
Sami Grover, Cutting-Edge Animation & Video, Made in Off-Grid Treehouses, Treehugger blog, July 20, 2011.
Robert A. Rosentone, “The Historical Film: Looking at the Past in a Postliterate Age,” in Marcia Landy (ed), The Historical Film: History and Memory in Media (Rutgers University Press, 2000): pp. 50-66.
Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Television and the Power of Visual Culture,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 143-171.
Joseph Turow, “Understanding the Strategies of Media Giants,” Media Today: An Introduction to Mass Communication, 4th edition (Routledge, 2011): pp. 192-223.
You should also review your class notes and be familiar with the following:
* early amateur radio and DIY culture
* radio's development into a consumer product
* radio and advertising
* radio and war
* the current state of KUSF
* Trout Gulch
* How-to Homestead
* Professor Kaiser's lecture about film and memory
* mainstream films construction of historical worlds
* early television sponsorship
* quiz shows
* the economics of reality tv
* threats and challenges to television
* the basic strategies of Disney, News Corp, and Google
* Professor Silver's lecture on Bob Dylan.
Also, review notes from class discussions of popular music projects and student media fasts.
Friendly reminder: consider studying and discussing this material with a classmate or small group.
Wednesday, September 28, 2011
#occupywallstreet homework
During class on September 13, we discussed the current issue of Adbusters magazine, including their project #occupywallstreet.
Yesterday, September 27th, I asked students whether they thought #occupywallstreet had actually happened. Most of you said no. Then I asked if you thought it was still going on. Even more of you said no.
Your homework for Thursday, in addition to the reading on KUSF, is to answer the following three questions:
1. What's happening with #occupywallstreet?
2. What was the source or sources you used to find out what's happening?
3. Why did you use this source or sources?
You should be able to fit your answers within one-third of a sheet of paper. Your homework is due at the beginning of class.
Yesterday, September 27th, I asked students whether they thought #occupywallstreet had actually happened. Most of you said no. Then I asked if you thought it was still going on. Even more of you said no.
Your homework for Thursday, in addition to the reading on KUSF, is to answer the following three questions:
1. What's happening with #occupywallstreet?
2. What was the source or sources you used to find out what's happening?
3. Why did you use this source or sources?
You should be able to fit your answers within one-third of a sheet of paper. Your homework is due at the beginning of class.
Wednesday, September 14, 2011
mid-term 1 study guide
Mid-term 1 for Intro to Media Studies covers all the assigned readings and all the lectures from August 25th to September 15th. The test includes approximately 30 multiple choice, true or false, and fill-in questions and one brief (1 page written) essay. You have the entire class period to take the test.
In preparing for mid-term 1, you should read (or listen to) and understand the following:
J. Charles Sterin, “Early American Newspaper Publishing,” from Mass Media Revolution, pp. 96-101.
Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Magazines in the Age of Specialization,” Media & Culture: An Introduction to Mass Communication, 7th edition, pp. 280-303.
Tom Standage, A special report on the news industry: Bulletins from the future (especially The people formerly known as the audience; and The Foxification of news), The Economist, July 7, 2011.
Fresh Air with Terry Gross, Late Night "Thank You Notes" From Jimmy Fallon, NPR, May 23, 2011 (45 minutes).
Fresh Air with Terry Gross, Covering "Tainted Justice" And Winning A Pulitzer, NPR, May 3, 2010 (38 minutes).
You should also review the syllabus and your class notes and be familiar with the following:
* 10 elements of new media
* early stages of US newspapers
* the relationships among the Industrial Revolution, urbanization, literacy, and newspapers
* the relationships between news and technologies
* why newsrooms matter
* journalism and justice ("tainted justice")
* magazines as mass media
* muckrakers
* jacob riis
* magazines and gender
* magazines and specialization
* magazines and visual culture
* magazines and consumer society
* the relationships between transportation and media
Also, review notes from class discussions of Adbusters and Rebecca Solnit’s Infinite City: A San Francisco Atlas.
Friendly suggestion: consider studying and discussing this material with a classmate or small group.
In preparing for mid-term 1, you should read (or listen to) and understand the following:
J. Charles Sterin, “Early American Newspaper Publishing,” from Mass Media Revolution, pp. 96-101.
Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Magazines in the Age of Specialization,” Media & Culture: An Introduction to Mass Communication, 7th edition, pp. 280-303.
Tom Standage, A special report on the news industry: Bulletins from the future (especially The people formerly known as the audience; and The Foxification of news), The Economist, July 7, 2011.
Fresh Air with Terry Gross, Late Night "Thank You Notes" From Jimmy Fallon, NPR, May 23, 2011 (45 minutes).
Fresh Air with Terry Gross, Covering "Tainted Justice" And Winning A Pulitzer, NPR, May 3, 2010 (38 minutes).
You should also review the syllabus and your class notes and be familiar with the following:
* 10 elements of new media
* early stages of US newspapers
* the relationships among the Industrial Revolution, urbanization, literacy, and newspapers
* the relationships between news and technologies
* why newsrooms matter
* journalism and justice ("tainted justice")
* magazines as mass media
* muckrakers
* jacob riis
* magazines and gender
* magazines and specialization
* magazines and visual culture
* magazines and consumer society
* the relationships between transportation and media
Also, review notes from class discussions of Adbusters and Rebecca Solnit’s Infinite City: A San Francisco Atlas.
Friendly suggestion: consider studying and discussing this material with a classmate or small group.
Saturday, August 20, 2011
introduction to media studies, fall 2011
Introduction to Media Studies
Section 01: Tues & Thurs 9:55-11:10 am, Cowell 106
Section 02: Tues & Thurs 12:45-2:00 pm, Cowell 106
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 2-3 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Introduction to Media Studies introduces students to the field of media studies in general and media studies at USF in particular. Throughout the semester, we will read, listen, watch, research, discuss, create, and write about the printing press, newspapers, magazines, books, comics, the telegraph, popular music, radio, telephones, film, television, cable television, computers, computer games, the internet, social media, and mobile devices.
Learning Outcomes
Upon completion of this course, students will:
1. Be able to explain the key developments and social actors of media history, from the printing press to social media;
2. Be able to explain how these key developments were and continue to be embedded within larger cultural, economic, political, and social conditions; and
3. Become more familiar with USF media studies professors and Gleeson librarians and their different approaches to studying and making media.
Calendar
Tuesday, August 23
Introduction, distribute syllabi.
Thursday, August 25
Prior to class, listen to: Fresh Air with Terry Gross, Late Night "Thank You Notes" From Jimmy Fallon, NPR, May 23, 2011 (45 minutes).
Tuesday, August 30
Read: J. Charles Sterin, “Early American Newspaper Publishing,” from Mass Media Revolution (Allyn & Bacon, 2012), pp. 96-101.
Thursday, September 1
Read: Brooke Gladstone, Discussion with Steve Coll and Matthew Yglesias, On the Media, February 20, 2009; and How News Happens: A Study of the News Ecosystem of One American City, Journalism.org, January 11, 2010; and listen to: Fresh Air with Terry Gross, Covering "Tainted Justice" And Winning A Pulitzer, NPR, May 3, 2010 (38 minutes).
Guest in morning section: Professor Teresa Moore (Media Studies & Journalism, USF)
Tuesday, September 6
Read: Tom Standage, A special report on the news industry: Bulletins from the future (This includes: A little local difficulty; Reinventing the newspaper; The people formerly known as the audience; Julian Assange and the new wave; Coming full circle; and The Foxification of news), The Economist, July 7, 2011.
Guest: Professor Michael Robertson (Media Studies & Journalism, USF)
Thursday, September 8
Read: Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Magazines in the Age of Specialization,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 280-303.
Tuesday, September 13
Purchase and read, cover to cover, the current issue of Adbusters magazine.
Thursday, September 15
Read selections from Rebecca Solnit’s Infinite City: A San Francisco Atlas (University of California Press, 2010).
Tuesday, September 20
Mid-term 1
Thursday, September 22
Field trip to Gleeson Library to see Monsters on the Bookshelf exhibit.
Guest: J.H. Everett, visual storyteller and writer who has worked with the Jim Henson Company.
Tuesday, September 27
Read: Steven Lubar, “Radio,” in InfoCulture: The Smithsonian Book of Information Age Inventions (Houghton Mifflin Co, 1993), pp. 213-241.
Guest: Joe Garity, Reference Librarian and Media Studies Library Liaison, Gleeson Library
Thursday, September 29
Read: Jennifer Waits, Radio Station Field Trip 9 - University of San Francisco's KUSF, Spinning Indie blog, February 3, 2009; Jennifer Waits, Students Hold Wake for KUSF, Radio Survivor blog, March 25, 2011; and Reyhan Harmanci, Battle over KUSF’s Future Rages On, The Bay Citizen, March 19, 2011.
Guest in afternoon section: Professor Steve Runyon (Media Studies and KUSF, USF)
Tuesday, October 4
Read/Watch: Sami Grover, Cutting-Edge Animation & Video, Made in Off-Grid Treehouses, Treehugger blog, July 20, 2011; Anastasia Van Wingerden, Home Haircut, How-to Homestead, 2011 (4 minutes); and Melinda Sk8, Sk8 Sisters on the Farm, How-to Homestead, 2009 (2:15 minutes). Also, spend some time with How-to Homestead and be ready to discuss.
Guest: Professor Melinda Stone (Media Studies, Film Studies, and Environmental Studies, USF)
Thursday, October 6
Robert A. Rosentone, “The Historical Film: Looking at the Past in a Postliterate Age,” in Marcia Landy (ed), The Historical Film: History and Memory in Media (Rutgers University Press, 2000): pp. 50-66.
Guest: Professor Susana Kaiser (Media Studies and Latin American Studies, USF)
Tuesday, October 11
No class: Fall Break
Thursday, October 13
Guest: Alex Hochman, Assistant Director of Career Services, USF
Tuesday, October 18
Read: Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Television and the Power of Visual Culture,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 143-171.
Thursday, October 20
Joseph Turow, “Understanding the Strategies of Media Giants,” Media Today: An Introduction to Mass Communication, 4th edition (Routledge, 2011): pp. 192-223.
Tuesday, October 25
Watch selections from Martin Scorcese, No Direction Home: Bob Dylan (2005; 208 mins).
Thursday, October 27
Popular music group projects due in class.
Tuesday, November 1
Media fast assignment due in class.
Thursday, November 3
Mid-term 2
Tuesday, November 8
Read: J. Charles Sterin, “New Media,” from Mass Media Revolution (Allyn & Bacon, 2012), pp. 194-215.
Thursday, November 10
Read: Ashley Parker, Twitter’s Secret Handshake, New York Times, June 10, 2011 ; and Tina Rosenberg, Crowdsourcing a Better World, New York Times, March 28, 2011.
Tuesday, November 15
Read: Malcolm Gladwell, "Small Change: Why the Revolution will not be Tweeted," The New Yorker, October, 2010; Henry Jenkins, Nine Propositions Towards a Cultural Theory of YouTube, Confessions of an Aca-Fan, 2007; and Eli Pariser, Beware online "filter bubbles," Presentation at TED 2011.
Guest: Michael Stevenson, lecturer and PhD candidate at the Department of Media Studies, University of Amsterdam.
Thursday, November 17
Read: Rob Walker, Inside the Wild, Wacky, Profitable World of Boing Boing, Fast Company, November 30, 2010; Phillip Mlynar, The Cool Kids: Cool with Recording for Mountain Dew, SF Weekly, July 27, 2011; and Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009.
Tuesday, November 22
USF alumni panel featuring:
o Aaron Dias-Melim, Marketing Associate, Square, Inc.;
o Travis Hayes Busse, Production Manager / Assistant Booker, Thee Parkside;
o Sara LaFassett, Interactive Media Specialist, Saint Mary's College of California; and
o Joseph Montana, Marketing Media Coordinator, Rickshaw Bagworks.
Thursday, November 24
No class: Thanksgiving Break
Tuesday, November 29
Read: Zadie Smith, Generation Why? New York Review of Books, November 25, 2010.
Thursday, December 1
Review for final.
Tuesday, December 6
Final
Grading
30% -- Quizzes, homework, in-class assignments, and group projects
20% -- Mid-term 1
20% -- Mid-term 2
30% -- Final
Attendance Policies
1. Missing class, or attending class unprepared, will significantly affect your final grade.
2. If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
3. On days that assignments are due in class, a complete assignment is your ticket to ride. In other words, if you have not completed the assignment, do not come to class.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Section 01: Tues & Thurs 9:55-11:10 am, Cowell 106
Section 02: Tues & Thurs 12:45-2:00 pm, Cowell 106
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 2-3 pm & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Introduction to Media Studies introduces students to the field of media studies in general and media studies at USF in particular. Throughout the semester, we will read, listen, watch, research, discuss, create, and write about the printing press, newspapers, magazines, books, comics, the telegraph, popular music, radio, telephones, film, television, cable television, computers, computer games, the internet, social media, and mobile devices.
Learning Outcomes
Upon completion of this course, students will:
1. Be able to explain the key developments and social actors of media history, from the printing press to social media;
2. Be able to explain how these key developments were and continue to be embedded within larger cultural, economic, political, and social conditions; and
3. Become more familiar with USF media studies professors and Gleeson librarians and their different approaches to studying and making media.
Calendar
Tuesday, August 23
Introduction, distribute syllabi.
Thursday, August 25
Prior to class, listen to: Fresh Air with Terry Gross, Late Night "Thank You Notes" From Jimmy Fallon, NPR, May 23, 2011 (45 minutes).
Tuesday, August 30
Read: J. Charles Sterin, “Early American Newspaper Publishing,” from Mass Media Revolution (Allyn & Bacon, 2012), pp. 96-101.
Thursday, September 1
Read: Brooke Gladstone, Discussion with Steve Coll and Matthew Yglesias, On the Media, February 20, 2009; and How News Happens: A Study of the News Ecosystem of One American City, Journalism.org, January 11, 2010; and listen to: Fresh Air with Terry Gross, Covering "Tainted Justice" And Winning A Pulitzer, NPR, May 3, 2010 (38 minutes).
Guest in morning section: Professor Teresa Moore (Media Studies & Journalism, USF)
Tuesday, September 6
Read: Tom Standage, A special report on the news industry: Bulletins from the future (This includes: A little local difficulty; Reinventing the newspaper; The people formerly known as the audience; Julian Assange and the new wave; Coming full circle; and The Foxification of news), The Economist, July 7, 2011.
Guest: Professor Michael Robertson (Media Studies & Journalism, USF)
Thursday, September 8
Read: Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Magazines in the Age of Specialization,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 280-303.
Tuesday, September 13
Purchase and read, cover to cover, the current issue of Adbusters magazine.
Thursday, September 15
Read selections from Rebecca Solnit’s Infinite City: A San Francisco Atlas (University of California Press, 2010).
Tuesday, September 20
Mid-term 1
Thursday, September 22
Field trip to Gleeson Library to see Monsters on the Bookshelf exhibit.
Guest: J.H. Everett, visual storyteller and writer who has worked with the Jim Henson Company.
Tuesday, September 27
Read: Steven Lubar, “Radio,” in InfoCulture: The Smithsonian Book of Information Age Inventions (Houghton Mifflin Co, 1993), pp. 213-241.
Guest: Joe Garity, Reference Librarian and Media Studies Library Liaison, Gleeson Library
Thursday, September 29
Read: Jennifer Waits, Radio Station Field Trip 9 - University of San Francisco's KUSF, Spinning Indie blog, February 3, 2009; Jennifer Waits, Students Hold Wake for KUSF, Radio Survivor blog, March 25, 2011; and Reyhan Harmanci, Battle over KUSF’s Future Rages On, The Bay Citizen, March 19, 2011.
Guest in afternoon section: Professor Steve Runyon (Media Studies and KUSF, USF)
Tuesday, October 4
Read/Watch: Sami Grover, Cutting-Edge Animation & Video, Made in Off-Grid Treehouses, Treehugger blog, July 20, 2011; Anastasia Van Wingerden, Home Haircut, How-to Homestead, 2011 (4 minutes); and Melinda Sk8, Sk8 Sisters on the Farm, How-to Homestead, 2009 (2:15 minutes). Also, spend some time with How-to Homestead and be ready to discuss.
Guest: Professor Melinda Stone (Media Studies, Film Studies, and Environmental Studies, USF)
Thursday, October 6
Robert A. Rosentone, “The Historical Film: Looking at the Past in a Postliterate Age,” in Marcia Landy (ed), The Historical Film: History and Memory in Media (Rutgers University Press, 2000): pp. 50-66.
Guest: Professor Susana Kaiser (Media Studies and Latin American Studies, USF)
Tuesday, October 11
No class: Fall Break
Thursday, October 13
Guest: Alex Hochman, Assistant Director of Career Services, USF
Tuesday, October 18
Read: Richard Campbell, Christopher R. Martin, and Bettina Fabos, “Television and the Power of Visual Culture,” Media & Culture: An Introduction to Mass Communication, 7th edition (Bedford/St. Martin's, 2010), pp. 143-171.
Thursday, October 20
Joseph Turow, “Understanding the Strategies of Media Giants,” Media Today: An Introduction to Mass Communication, 4th edition (Routledge, 2011): pp. 192-223.
Tuesday, October 25
Watch selections from Martin Scorcese, No Direction Home: Bob Dylan (2005; 208 mins).
Thursday, October 27
Popular music group projects due in class.
Tuesday, November 1
Media fast assignment due in class.
Thursday, November 3
Mid-term 2
Tuesday, November 8
Read: J. Charles Sterin, “New Media,” from Mass Media Revolution (Allyn & Bacon, 2012), pp. 194-215.
Thursday, November 10
Read: Ashley Parker, Twitter’s Secret Handshake, New York Times, June 10, 2011 ; and Tina Rosenberg, Crowdsourcing a Better World, New York Times, March 28, 2011.
Tuesday, November 15
Read: Malcolm Gladwell, "Small Change: Why the Revolution will not be Tweeted," The New Yorker, October, 2010; Henry Jenkins, Nine Propositions Towards a Cultural Theory of YouTube, Confessions of an Aca-Fan, 2007; and Eli Pariser, Beware online "filter bubbles," Presentation at TED 2011.
Guest: Michael Stevenson, lecturer and PhD candidate at the Department of Media Studies, University of Amsterdam.
Thursday, November 17
Read: Rob Walker, Inside the Wild, Wacky, Profitable World of Boing Boing, Fast Company, November 30, 2010; Phillip Mlynar, The Cool Kids: Cool with Recording for Mountain Dew, SF Weekly, July 27, 2011; and Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009.
Tuesday, November 22
USF alumni panel featuring:
o Aaron Dias-Melim, Marketing Associate, Square, Inc.;
o Travis Hayes Busse, Production Manager / Assistant Booker, Thee Parkside;
o Sara LaFassett, Interactive Media Specialist, Saint Mary's College of California; and
o Joseph Montana, Marketing Media Coordinator, Rickshaw Bagworks.
Thursday, November 24
No class: Thanksgiving Break
Tuesday, November 29
Read: Zadie Smith, Generation Why? New York Review of Books, November 25, 2010.
Thursday, December 1
Review for final.
Tuesday, December 6
Final
Grading
30% -- Quizzes, homework, in-class assignments, and group projects
20% -- Mid-term 1
20% -- Mid-term 2
30% -- Final
Attendance Policies
1. Missing class, or attending class unprepared, will significantly affect your final grade.
2. If you do miss class, contact a classmate to find out what we discussed in class and ask to borrow his or her notes. Then, do the same with a second classmate. After doing this, if you have questions about missed material, visit me during office hours or send me an email.
3. On days that assignments are due in class, a complete assignment is your ticket to ride. In other words, if you have not completed the assignment, do not come to class.
Rules
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Wednesday, August 03, 2011
cool class alert: community based urban agriculture: design and management
cool class alert!
Ever wonder where your food comes from? Ever want to see a giant carrot grow from a tiny seed? Looking for a great community of students who share a love of food? Are you ready to get your hands dirty this fall semester? Consider taking Community Based Urban Agriculture: Design and Management (ENVA 130).
In this fun and engaging class, students will learn about composting, seed starting and building community all while learning the real skills for living a more sustainable life. We will work in the garden every Friday and harvest a bounty of delicious food. As the warm fall weather rolls in, we hope to see you in the garden!
Community Based Urban Agriculture: Design and Management meets Fridays from 11:45 am - 3:25 pm and is taught by Justin Valone.
Ever wonder where your food comes from? Ever want to see a giant carrot grow from a tiny seed? Looking for a great community of students who share a love of food? Are you ready to get your hands dirty this fall semester? Consider taking Community Based Urban Agriculture: Design and Management (ENVA 130).
In this fun and engaging class, students will learn about composting, seed starting and building community all while learning the real skills for living a more sustainable life. We will work in the garden every Friday and harvest a bounty of delicious food. As the warm fall weather rolls in, we hope to see you in the garden!
Community Based Urban Agriculture: Design and Management meets Fridays from 11:45 am - 3:25 pm and is taught by Justin Valone.
Saturday, July 02, 2011
a ten-day trip to north carolina
sarah, siena, and i recently returned from a ten-day trip to north carolina. we stayed mostly in hickory, where sarah's friend and college roommate pattie, her husband dan, and their daughters kenzie and maya live. good times for all, including the girls.
for three days, i bolted to nearby asheville. with help from a USF faculty development fund award, i was able to spend time with the black mountain college museum + arts center collection at ramsey library at the university of north carolina asheville.
black mountain college, or BMC, was a small liberal arts college that existed between 1933 - 1957 in the blue ridge mountains in western north carolina. the focus of black mountain college was the education of the whole human being.
for its time - and for our times - black mountain college was massively experimental. faculty owned the university. all students, faculty, and faculty families lived on campus, where they ate together in the dining hall and danced together on saturday nights. there were no grades. classes were not mandatory but once enrolled, students - as well as professor - were expected to be fully prepared and participatory. at the center of the curriculum was arts because arts encourage students to focus, create, engage, and cooperate. students were included in nearly all meetings and committees, even those responsible for faculty hiring and firing. the responsibilities of running the college were shared by all.
i am especially interested in BMC's work program. black mountain college combined formal studies and physical labor. in between classes and coursework, students - and sometimes faculty - cleared the hillside for pasture, waited tables in the dining room, maintained campus roads, hauled coal, dug ditches, collected field stones for masonry work, served and cleared four o'clock tea, and, miraculously, designed and built a building.
my main interest is the farm on black mountain college. in particular, i am interested in the history of the farm and its changing role within the college and its work program. i am interested in the farm work - who taught the skills? who organized the teams? who did the work? i am also interested in the farm's output - what was grown? which animals were raised? who got the food? and finally, i am interested in how the farm was used as a creative and collaborate space for student and faculty learning.
black mountain college is primarily known and remembered for the remarkable faculty, visiting faculty, and students it attracted. a partial list includes josef and anni albers, ruth asawa, john cage, robert creeley, merce cunningham, willem and elaine de kooning, buckminster fuller, alfred kazin, jacob lawrence, charles olson, arthur penn, robert rauschenberg, and m.c. richards. new and important things happened here - bucky fuller would attempt his first geodesic dome, john cage would stage the world's first "happening," and merce cunningham would form his dance company.
because of this, black mountain college has received plenty of attention. there's martin duberman's black mountain college: an exploration in community and mary emma harris' the arts at black mountain college. there's cathryn davis and neeley house's documentary fully awake: black mountain college and the black mountain college project. and then there's the über archive, the black mountain college collection at the state archives in raleigh, north carolina.
after three days in asheville, i said thanks to sally klipp, special collections librarian at ramsey library, and drove back to hickory. then, pattie, dan, kenzie, maya, sarah, siena, and i drove to blowing rock for a few days in a log cabin in the mountains. fun, watermelon, and good food were had by all.
before we left, i asked pattie when the best times are to visit north carolina. "april and october," she answered without hesitation. thinking of my sabbatical a year from now, i said, "cool - we'll be back then."
for three days, i bolted to nearby asheville. with help from a USF faculty development fund award, i was able to spend time with the black mountain college museum + arts center collection at ramsey library at the university of north carolina asheville.
black mountain college, or BMC, was a small liberal arts college that existed between 1933 - 1957 in the blue ridge mountains in western north carolina. the focus of black mountain college was the education of the whole human being.
for its time - and for our times - black mountain college was massively experimental. faculty owned the university. all students, faculty, and faculty families lived on campus, where they ate together in the dining hall and danced together on saturday nights. there were no grades. classes were not mandatory but once enrolled, students - as well as professor - were expected to be fully prepared and participatory. at the center of the curriculum was arts because arts encourage students to focus, create, engage, and cooperate. students were included in nearly all meetings and committees, even those responsible for faculty hiring and firing. the responsibilities of running the college were shared by all.
i am especially interested in BMC's work program. black mountain college combined formal studies and physical labor. in between classes and coursework, students - and sometimes faculty - cleared the hillside for pasture, waited tables in the dining room, maintained campus roads, hauled coal, dug ditches, collected field stones for masonry work, served and cleared four o'clock tea, and, miraculously, designed and built a building.
my main interest is the farm on black mountain college. in particular, i am interested in the history of the farm and its changing role within the college and its work program. i am interested in the farm work - who taught the skills? who organized the teams? who did the work? i am also interested in the farm's output - what was grown? which animals were raised? who got the food? and finally, i am interested in how the farm was used as a creative and collaborate space for student and faculty learning.
black mountain college is primarily known and remembered for the remarkable faculty, visiting faculty, and students it attracted. a partial list includes josef and anni albers, ruth asawa, john cage, robert creeley, merce cunningham, willem and elaine de kooning, buckminster fuller, alfred kazin, jacob lawrence, charles olson, arthur penn, robert rauschenberg, and m.c. richards. new and important things happened here - bucky fuller would attempt his first geodesic dome, john cage would stage the world's first "happening," and merce cunningham would form his dance company.
because of this, black mountain college has received plenty of attention. there's martin duberman's black mountain college: an exploration in community and mary emma harris' the arts at black mountain college. there's cathryn davis and neeley house's documentary fully awake: black mountain college and the black mountain college project. and then there's the über archive, the black mountain college collection at the state archives in raleigh, north carolina.
after three days in asheville, i said thanks to sally klipp, special collections librarian at ramsey library, and drove back to hickory. then, pattie, dan, kenzie, maya, sarah, siena, and i drove to blowing rock for a few days in a log cabin in the mountains. fun, watermelon, and good food were had by all.
before we left, i asked pattie when the best times are to visit north carolina. "april and october," she answered without hesitation. thinking of my sabbatical a year from now, i said, "cool - we'll be back then."
Wednesday, June 29, 2011
first USF garden work party of the summer
yer invited!
please join us for the first USF garden work party of the summer. no gardening experience necessary. all ages welcome.
where: USF garden, turk & tamalpais (directly west of parking lot)
when: sunday, july 3, 11 am - 4 pm
what: garden work party! solar oven demos! free food! fun people!
please bring a dish to share. all volunteers are encouraged to bring home fresh garden goodies, including veggies, herbs, and fruit.
see you there.
(garden sketch by lizzie roeble; flyer design by brittany rowles)
please join us for the first USF garden work party of the summer. no gardening experience necessary. all ages welcome.
where: USF garden, turk & tamalpais (directly west of parking lot)
when: sunday, july 3, 11 am - 4 pm
what: garden work party! solar oven demos! free food! fun people!
please bring a dish to share. all volunteers are encouraged to bring home fresh garden goodies, including veggies, herbs, and fruit.
see you there.
(garden sketch by lizzie roeble; flyer design by brittany rowles)
Friday, May 27, 2011
Wednesday, April 27, 2011
paper 5 for golden gate park first-year seminar
Paper 5 for Golden Gate Park
1. In Paper 4, you selected a topic related to Golden Gate Park and your major (or prospective major) and wrote a paper about it. In Paper 5, you have two options: a) significantly expand upon the ideas discussed in Paper 4; or b) select a new topic (and clear it with me) and write a paper about it.
2. Include at least four new sources. Do not use the first four sources you find. Use the best four sources you find.
3. Your paper must be between 7-8 pages, including a bibliography, either in MLA or APA.
4. Integrate as many as possible writing skills and techniques discussed this semester in Rhet 195. This includes: introducing your topic; using credible and legitimate sources; summarizing outside sources (recall the "believing game" strategy); selecting and integrating quotations effectively ("quotation sandwiches"); differentiating between what others say about your topic ("they say") and what you say ("I say"); introducing a naysayer; and answering the "who cares?" and "so what?" questions.
5. As always, edit carefully.
6. Be ready to share elements of your work with classmates. Also be ready to read your classmates' work and provide constructive and creative feedback.
7. Paper 5 should be the best paper you write for this class.
8. Paper 5 is due in class on Thursday, May 5. No late work accepted.
1. In Paper 4, you selected a topic related to Golden Gate Park and your major (or prospective major) and wrote a paper about it. In Paper 5, you have two options: a) significantly expand upon the ideas discussed in Paper 4; or b) select a new topic (and clear it with me) and write a paper about it.
2. Include at least four new sources. Do not use the first four sources you find. Use the best four sources you find.
3. Your paper must be between 7-8 pages, including a bibliography, either in MLA or APA.
4. Integrate as many as possible writing skills and techniques discussed this semester in Rhet 195. This includes: introducing your topic; using credible and legitimate sources; summarizing outside sources (recall the "believing game" strategy); selecting and integrating quotations effectively ("quotation sandwiches"); differentiating between what others say about your topic ("they say") and what you say ("I say"); introducing a naysayer; and answering the "who cares?" and "so what?" questions.
5. As always, edit carefully.
6. Be ready to share elements of your work with classmates. Also be ready to read your classmates' work and provide constructive and creative feedback.
7. Paper 5 should be the best paper you write for this class.
8. Paper 5 is due in class on Thursday, May 5. No late work accepted.
Wednesday, April 20, 2011
summer undergraduate research assistantships with the USF garden
The USF Garden Project is currently seeking 2-3 undergraduate research assistants for summer positions in the garden. The RAships run from May 20, 2011 - August 25th, 2011.
Research assistants must be able to work at least 10 hours a week and be prepared to undertake a variety of jobs in the garden. RA duties include:
1. Serve as teaching assistant for Urban Ag summer course (taught by Justin Valone);
2. Plan and plant summer garden beds;
3. Maintain garden - weeding, watering, oversee irrigation, manage compost;
4. Work with Upward Bound students (1-2 hours/week for 5 weeks) teaching garden skills;
5. Harvest and deliver garden goodies to Booker T. Washington Community Service Center's food pantry every Thursday;
6. Plan, manage, and implement weekly community work days - publicize work days, organize group tasks, and hold open garden hours; and
7. Plan and prep autumn garden beds for fall classes.
Interested USF students must email a letter of interest to David Silver with a CC to Melinda Stone and Justin Valone no later than Tuesday, April 26. In your letter, please describe your qualifications, state your availability for summer, and tell us why you want the job and why you are the best person for the position. Decisions will be made by end of April.
Research assistants must be able to work at least 10 hours a week and be prepared to undertake a variety of jobs in the garden. RA duties include:
1. Serve as teaching assistant for Urban Ag summer course (taught by Justin Valone);
2. Plan and plant summer garden beds;
3. Maintain garden - weeding, watering, oversee irrigation, manage compost;
4. Work with Upward Bound students (1-2 hours/week for 5 weeks) teaching garden skills;
5. Harvest and deliver garden goodies to Booker T. Washington Community Service Center's food pantry every Thursday;
6. Plan, manage, and implement weekly community work days - publicize work days, organize group tasks, and hold open garden hours; and
7. Plan and prep autumn garden beds for fall classes.
Interested USF students must email a letter of interest to David Silver with a CC to Melinda Stone and Justin Valone no later than Tuesday, April 26. In your letter, please describe your qualifications, state your availability for summer, and tell us why you want the job and why you are the best person for the position. Decisions will be made by end of April.
(photos taken by USF garden project student lily rothrock)
Thursday, March 24, 2011
food and culture project for green media
food and culture project for green media
1. select, research, and cook a dish that means something to your family, culture, and/or heritage.
2. enlist a family member to help you cook - or help you learn how to cook - your dish. your family member can be anyone - a mother, a father, a grandparent, a great grandparent, a cousin, an aunt, an uncle, a brother, a sister, or anyone else related to you. although the family member does not need to live near you, s/he does need to be accessible via communication (phone, Skype, email, letters, carrier pigeons). ideally, the family member you select should be someone you enjoy learning from and spending time with.
3. using words and photography, document your cooking process in the form of a blog post, flickr set, or video. be sure to include a recipe. you may use up to 20 photos - no more. if you are making a video it must be under 2 minutes long.
4. at least one of your photographs must be of your family member or of the communication between you and your family member.
5. your goal with this project is to tell two stories - one about the relationship between food and culture and one about the relationship between you and your family member. this part will not be easy. be creative.
6. once finished and certainly by class on tuesday, april 5, tweet your food and culture project. Be sure to include a link and #greenmedia somewhere within your tweet.
7. bring your dish to class on tuesday, april 5. bring serving utensils, a plate, a bowl, a fork, a spoon, and your appetite.
1. select, research, and cook a dish that means something to your family, culture, and/or heritage.
2. enlist a family member to help you cook - or help you learn how to cook - your dish. your family member can be anyone - a mother, a father, a grandparent, a great grandparent, a cousin, an aunt, an uncle, a brother, a sister, or anyone else related to you. although the family member does not need to live near you, s/he does need to be accessible via communication (phone, Skype, email, letters, carrier pigeons). ideally, the family member you select should be someone you enjoy learning from and spending time with.
3. using words and photography, document your cooking process in the form of a blog post, flickr set, or video. be sure to include a recipe. you may use up to 20 photos - no more. if you are making a video it must be under 2 minutes long.
4. at least one of your photographs must be of your family member or of the communication between you and your family member.
5. your goal with this project is to tell two stories - one about the relationship between food and culture and one about the relationship between you and your family member. this part will not be easy. be creative.
6. once finished and certainly by class on tuesday, april 5, tweet your food and culture project. Be sure to include a link and #greenmedia somewhere within your tweet.
7. bring your dish to class on tuesday, april 5. bring serving utensils, a plate, a bowl, a fork, a spoon, and your appetite.
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