twitter assignment for students enrolled in golden gate park and 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.
5. get into the habit of checking twitter at least once a day.
Wednesday, January 26, 2011
community garden outreach (spring 2011)
Community Garden Outreach
Environmental Studies 145
Fridays 11:45 am – 3:25 pm
Hayes Healy Formal Lounge
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Wed 10 – 12 & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
Contact: [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, and distribution. Through readings, guests, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and our on-campus farmstand, students will engage directly with various sustainable food practices. This service-learning course is offered in tandem with Justin Valone’s Urban Ag II and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. To continue managing – effectively and collaboratively – the campus farmstand;
2. To develop advanced skills in preparing, preserving, and distributing food; and
3. Through field trips to San Francisco/Bay Area urban farms and gardens, to explore first-hand some of challenges and opportunities in urban agriculture.
Course Schedule:
Friday, January 28
Re-introductions
Friday, February 4
First Friday Farmstand
Friday, February 11
Field trip to Little City Gardens
Prior to field trip, read Chloe Roth, Little City Gardens makes a go of urban agriculture in San Francisco, SFGate, April 29, 2010; and Robert Selna, Urban agriculture: S.F. considers allowing sales, SFGate, December 23, 2010.
Friday, February 18
Homestead Workshop: Making Herbal salves, oils, teas and tinctures with Sarah Duscoe
Prior to homestead workshop, read: Sarah Holmes, Western Herbalism, September 11, 2000; Matthew Wood, The Three Basic Principles of Traditional Western Herbalism; and Jane E. Brody, Babies Know: A Little Dirt Is Good for You, New York Times, January 26, 2009.
Friday, February 25
Garden Guests: Daniel Tucker and Anne Hamersky
Read selected chapters from Amy Franceschini and Daniel Tucker’s Farm Together Now: A portrait of people, places and ideas for a new food movement (2010).
Friday, March 4
First Friday Farmstand
Friday, March 11
Field trip to UCSC Farm
Prior to field trip, read Patricia Allen and Martha Brown, Sustainable Agriculture at UC Santa Cruz, CASFS.
Friday, March 18
SPRING BREAK
Friday, March 25
Homestead Workshop: Foraging with Justin Valone
Readings TBD.
Friday, April 1
First Friday Farmstand
Friday, April 8
Garden Guest: Heather Hoag
Readings TBD.
Friday, April 15
Field trip to Garden for the Environment
Read: Can City Farmers Make a Living? Activist Eli Zigas on the Challenges of Urban Agriculture, Good, January 11, 2011.
Friday, April 22
Good Friday: No class.
Friday, April 29
Garden Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador
Read selections from Raj Patel, Stuffed and Starved: The Hidden Battle for the World Food System (Melville House, 2008).
Friday, May 6
First Friday Farmstand
This class has no final.
Course Grading:
Weekly Reflections - 40%
Farmstand Participation - 40%
Classroom Participation - 20%
Rules:
1. No late work accepted.
2. In class, on field trips, and during farm stand, no drinking out of non-reusable containers.
Environmental Studies 145
Fridays 11:45 am – 3:25 pm
Hayes Healy Formal Lounge
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Wed 10 – 12 & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
Contact: [ at ] usfca [ dot ] edu
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, and distribution. Through readings, guests, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and our on-campus farmstand, students will engage directly with various sustainable food practices. This service-learning course is offered in tandem with Justin Valone’s Urban Ag II and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. To continue managing – effectively and collaboratively – the campus farmstand;
2. To develop advanced skills in preparing, preserving, and distributing food; and
3. Through field trips to San Francisco/Bay Area urban farms and gardens, to explore first-hand some of challenges and opportunities in urban agriculture.
Course Schedule:
Friday, January 28
Re-introductions
Friday, February 4
First Friday Farmstand
Friday, February 11
Field trip to Little City Gardens
Prior to field trip, read Chloe Roth, Little City Gardens makes a go of urban agriculture in San Francisco, SFGate, April 29, 2010; and Robert Selna, Urban agriculture: S.F. considers allowing sales, SFGate, December 23, 2010.
Friday, February 18
Homestead Workshop: Making Herbal salves, oils, teas and tinctures with Sarah Duscoe
Prior to homestead workshop, read: Sarah Holmes, Western Herbalism, September 11, 2000; Matthew Wood, The Three Basic Principles of Traditional Western Herbalism; and Jane E. Brody, Babies Know: A Little Dirt Is Good for You, New York Times, January 26, 2009.
Friday, February 25
Garden Guests: Daniel Tucker and Anne Hamersky
Read selected chapters from Amy Franceschini and Daniel Tucker’s Farm Together Now: A portrait of people, places and ideas for a new food movement (2010).
Friday, March 4
First Friday Farmstand
Friday, March 11
Field trip to UCSC Farm
Prior to field trip, read Patricia Allen and Martha Brown, Sustainable Agriculture at UC Santa Cruz, CASFS.
Friday, March 18
SPRING BREAK
Friday, March 25
Homestead Workshop: Foraging with Justin Valone
Readings TBD.
Friday, April 1
First Friday Farmstand
Friday, April 8
Garden Guest: Heather Hoag
Readings TBD.
Friday, April 15
Field trip to Garden for the Environment
Read: Can City Farmers Make a Living? Activist Eli Zigas on the Challenges of Urban Agriculture, Good, January 11, 2011.
Friday, April 22
Good Friday: No class.
Friday, April 29
Garden Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador
Read selections from Raj Patel, Stuffed and Starved: The Hidden Battle for the World Food System (Melville House, 2008).
Friday, May 6
First Friday Farmstand
This class has no final.
Course Grading:
Weekly Reflections - 40%
Farmstand Participation - 40%
Classroom Participation - 20%
Rules:
1. No late work accepted.
2. In class, on field trips, and during farm stand, no drinking out of non-reusable containers.
Saturday, January 22, 2011
green media (2011)
Green Media
Media Studies 301
Tuesday & Thursdays 12:45 – 2:30 pm
Education 319
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
dmsilver [ at ] usfca [ dot ] edu
Green Media is a media studies production class devoted to making media about making food. In this class, we will learn how to use social media to research, prepare, document, and share a selection of dishes and meals. Along the way, we will explore different meanings of food, the history of television cooking shows, connections between food and culture, and strategies for seasonal cooking.
Learning Outcomes:
1. To learn how to use social media to make and share media about making food;
2. To develop a unique, creative, and compelling voice within your media work; and
3. To learn how to collaborate creatively and effectively.
Books:
o Kathleen Collins' Watching What We Eat: The Evolution of Television Cooking Shows (Continuum, 2009).
o Novella Carpenter's Farm City: The Education of an Urban Farmer (Penguin Press, 2009).
o Although you will be able to complete your assignments with a free flickr account, you are strongly encouraged to purchase a flickr pro account for $25/year.
Calendar:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Life,” from The Meaning of Food, pp. 1-59. Twitter Workshop.
Tuesday, February 1
Read: Kathleen Collins, “Stirrings: Radio, Home Economists, and James Beard,” from Watching What We Eat: The Evolution of Television Cooking Shows, pp. 13-43.
Thursday, February 3
Read: Collins, “La Cuisine and Canned Soup: Dione Lucas vs. Convenience,” from Watching What We Eat, pp. 44-68. Flickr Workshop, Part 1
Tuesday, February 8
Read: Mark Bittman, Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010. Flickr Workshop, Part 2.
Thursday, February 10
Demo Day: Breakfast Project
Tuesday, February 15
Read: Collins, “Julia Child and Revolution in the Kitchen,” from Watching What We Eat, pp. 71-100.
Thursday, February 17
Read: Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21; Molly Katzen, "An Illustrated Guide to the Baking of Yeast Bread," from The Enchanted Broccoli Forest, pp. 86-95. Wordpress Workshop.
Tuesday, February 22
Read: Collins, “The Me Decade and the Galloping Gourmet” & “Cultural Capital and the Frugal Gourmet,” from Watching What We Eat, pp. 101-155.
Thursday, February 24
Demo Day: Baking Bread Project
Tuesday, March 1
Read: Collins, “A Network of Its Own,” from Watching What We Eat, pp. 159-185.
Thursday, March 3
Read: Collins, “Good Television” & “‘Democratainment’: Gender, Class, and the Rachael-Martha Continuum,” from Watching What We Eat, pp. 186-231.
Tuesday, March 8
Read: Collins, “Evolution: How Did We Get Here and What’s On Next?” from Watching What We Eat, pp. 232-252.
Thursday, March 10
Demo Day: Food Person Project
March 15 & 17
SPRING BREAK
Tuesday, March 22
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Culture,” from The Meaning of Food, pp. 61-105.
Thursday, March 24
Read: Sandra Cate, “‘Breaking Bread with a Spread’ in the San Francisco County Jail,” Gastronomica, Summer 2008, pp. 17-24.
Tuesday, March 29
Demo Day: Food and Culture Project
Thursday, March 31
Watch: Food, Inc.
Tuesday, April 5
Read: Lisa Miller, Divided We Eat, Newsweek, November 22, 2010.
Thursday, April 7
Read: Michael Pollan, Out of the Kitchen, Onto the Couch, New York Times Magazine, August 2, 2009.
Tuesday, April 12
Read: Elizabeth Kolbert, Green Like Me, The New Yorker, August 31, 2009; and Rachel Laudan, “A Plea for Culinary Modernism: Why We Should Love Fast, New, Processed Food,” Gastronomica, February 2001, pp. 36-44.
Thursday, April 14
Demo Day: Lunch Project
Tuesday, April 19
Read: Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism, from Food, edited by John Knechtel (MIT Press, 2007).
Thursday, April 21
No class.
Tuesday, April 26
Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador. Readings TBD.
Thursday, April 28
Demo Day: Seasonal Dish Project
Tuesday, May 3
Read: Novella Carpenter, “Turkey,” from Farm City: The Education of an Urban Farmer, pp. 1-98.
Thursday, May 5
Read: Carpenter, “Rabbit,” from Farm City, pp. 99-184.
Tuesday, May 10
Read: Carpenter, “Pig,” from Farm City, pp. 185-269. Guest: Novella Carpenter.
Thursday, May 12
Demo Day: Last Supper Project
This class has no final exam.
Grading:
Quizzes, homework, and in class assignments - 30%
Class participation - 20%
Projects - 30%
Demo Days - 20%
Attendance Policy:
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what we discussed in class and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Rules:
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Media Studies 301
Tuesday & Thursdays 12:45 – 2:30 pm
Education 319
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Tues & Thurs 3 – 4 pm & by appointment
dmsilver [ at ] usfca [ dot ] edu
Green Media is a media studies production class devoted to making media about making food. In this class, we will learn how to use social media to research, prepare, document, and share a selection of dishes and meals. Along the way, we will explore different meanings of food, the history of television cooking shows, connections between food and culture, and strategies for seasonal cooking.
Learning Outcomes:
1. To learn how to use social media to make and share media about making food;
2. To develop a unique, creative, and compelling voice within your media work; and
3. To learn how to collaborate creatively and effectively.
Books:
o Kathleen Collins' Watching What We Eat: The Evolution of Television Cooking Shows (Continuum, 2009).
o Novella Carpenter's Farm City: The Education of an Urban Farmer (Penguin Press, 2009).
o Although you will be able to complete your assignments with a free flickr account, you are strongly encouraged to purchase a flickr pro account for $25/year.
Calendar:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Life,” from The Meaning of Food, pp. 1-59. Twitter Workshop.
Tuesday, February 1
Read: Kathleen Collins, “Stirrings: Radio, Home Economists, and James Beard,” from Watching What We Eat: The Evolution of Television Cooking Shows, pp. 13-43.
Thursday, February 3
Read: Collins, “La Cuisine and Canned Soup: Dione Lucas vs. Convenience,” from Watching What We Eat, pp. 44-68. Flickr Workshop, Part 1
Tuesday, February 8
Read: Mark Bittman, Chop, Fry, Boil: Eating for One, or 6 Billion, New York Times, December 31, 2010. Flickr Workshop, Part 2.
Thursday, February 10
Demo Day: Breakfast Project
Tuesday, February 15
Read: Collins, “Julia Child and Revolution in the Kitchen,” from Watching What We Eat, pp. 71-100.
Thursday, February 17
Read: Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21; Molly Katzen, "An Illustrated Guide to the Baking of Yeast Bread," from The Enchanted Broccoli Forest, pp. 86-95. Wordpress Workshop.
Tuesday, February 22
Read: Collins, “The Me Decade and the Galloping Gourmet” & “Cultural Capital and the Frugal Gourmet,” from Watching What We Eat, pp. 101-155.
Thursday, February 24
Demo Day: Baking Bread Project
Tuesday, March 1
Read: Collins, “A Network of Its Own,” from Watching What We Eat, pp. 159-185.
Thursday, March 3
Read: Collins, “Good Television” & “‘Democratainment’: Gender, Class, and the Rachael-Martha Continuum,” from Watching What We Eat, pp. 186-231.
Tuesday, March 8
Read: Collins, “Evolution: How Did We Get Here and What’s On Next?” from Watching What We Eat, pp. 232-252.
Thursday, March 10
Demo Day: Food Person Project
March 15 & 17
SPRING BREAK
Tuesday, March 22
Read: Patricia Harris, David Lyon, and Sue McLaughlin, “Food & Culture,” from The Meaning of Food, pp. 61-105.
Thursday, March 24
Read: Sandra Cate, “‘Breaking Bread with a Spread’ in the San Francisco County Jail,” Gastronomica, Summer 2008, pp. 17-24.
Tuesday, March 29
Demo Day: Food and Culture Project
Thursday, March 31
Watch: Food, Inc.
Tuesday, April 5
Read: Lisa Miller, Divided We Eat, Newsweek, November 22, 2010.
Thursday, April 7
Read: Michael Pollan, Out of the Kitchen, Onto the Couch, New York Times Magazine, August 2, 2009.
Tuesday, April 12
Read: Elizabeth Kolbert, Green Like Me, The New Yorker, August 31, 2009; and Rachel Laudan, “A Plea for Culinary Modernism: Why We Should Love Fast, New, Processed Food,” Gastronomica, February 2001, pp. 36-44.
Thursday, April 14
Demo Day: Lunch Project
Tuesday, April 19
Read: Kim Severson, Neighbor, Can You Spare a Plum? New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism, from Food, edited by John Knechtel (MIT Press, 2007).
Thursday, April 21
No class.
Tuesday, April 26
Guest: Marco Perez Navarrete, Permaculture Institute of El Salvador. Readings TBD.
Thursday, April 28
Demo Day: Seasonal Dish Project
Tuesday, May 3
Read: Novella Carpenter, “Turkey,” from Farm City: The Education of an Urban Farmer, pp. 1-98.
Thursday, May 5
Read: Carpenter, “Rabbit,” from Farm City, pp. 99-184.
Tuesday, May 10
Read: Carpenter, “Pig,” from Farm City, pp. 185-269. Guest: Novella Carpenter.
Thursday, May 12
Demo Day: Last Supper Project
This class has no final exam.
Grading:
Quizzes, homework, and in class assignments - 30%
Class participation - 20%
Projects - 30%
Demo Days - 20%
Attendance Policy:
Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what we discussed in class and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Rules:
1. No late work accepted.
2. No drinking out of non-reusable containers during class.
Tuesday, January 18, 2011
golden gate park (spring 2011)
Golden Gate Park
First-Year Seminar
Harney Science Center 143
Tuesdays & Thursdays 9:55-11:40
Professor David Silver
Office: Kalmanavitz 141
Office hours: Tues & Thurs 3-4 pm
Contact: dmsilver [ at ] usfca [ dot ] edu
Golden Gate Park is a First-Year Seminar that explores the history, built environment, popular narratives, and mixed uses of San Francisco's Golden Gate Park. Through readings, class discussions, and library workshops, students will develop a broad and keen understanding of the park; through field trips, students gain valuable on-site experience in and with the park. An accelerated writing seminar, Golden Gate Park fulfills USF’s Core A2 requirement.
Learning Outcomes
In this class, students will learn:
o How to read, analyze, and summarize complex texts from multiple fields and subjects;
o How to develop interesting research questions based on outside research and individual interests;
o How to use Gleeson Library and online tools to find relevant material from a range of sources and disciplines;
o How to write, edit, revise, and polish clear and compelling essays that, when necessary, keep with the conventions of academic and/or professional discourse; and
o How some sand dunes called the Outside Lands became Golden Gate Park.
Required Text:
o Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in Academic Writing, 2nd Edition (W. W. Norton, 2009)
Course Schedule:
Week 1:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Gerald Graff and Cathy Birkenstein, “‘They Say’: Starting with What Others Are Saying,” in They Say/I Say: The Moves That Matter in Academic Writing (or TSIS), pp. 19-29. Twitter Workshop.
Week 2:
Tuesday, February 1
Read: Graff and Birkenstein, “‘Her Point Is’: The Art of Summarizing,” in TSIS, pp. 30-41; and Raymond H. Clary, “The Birth of American Parks,” in Making of Golden Gate Park: The Early Years: 1865-1906, pp. 1-5.
Thursday, February 3
Read: Clary, “The Beginning of Golden Gate Park” and “The Visionary Plan of William Hammond Hall,” in Making of Golden Gate Park, pp. 11-27.
Week 3:
Tuesday, February 8
Field trip: Conservatory of Flowers
Thursday, February 10
Paper 1 due in class. Library Workshop.
Week 4:
Tuesday, February 15
Read: Graff and Birkenstein, “‘As He Himself Puts It’: The Art of Quoting,” in TSIS, pp. 42-51; and Clary, “Politics in the Park,” in Making of Golden Gate Park, pp. 33-43.
Thursday, February 17
Read: Gray Brechin, Imperial San Francisco: Urban Power, Earthly Ruin, pp. 80-89.
Week 5:
Tuesday, February 22
Field trip (with Peter Novak, Vice Provost for Student Life): National AIDS Memorial Grove. Prior to field trip, read: Christopher Pollock and Erica Katz, “The Eastern End,” in San Francisco's Golden Gate Park: A Thousand and Seventeen Acres of Stories, pp. 12-49; and "About the National AIDS Memorial Grove."
Thursday, February 24
Paper 2 due in class. Library Workshop.
Week 6:
Tuesday, March 1
Read: Graff and Birkenstein, “‘Yes / No / Okay, But’: Three Ways to Respond,” in TSIS, pp. 55-67; and Clary, “Midwinter Fair,” in Making of Golden Gate Park, pp. 110-125.
Thursday, March 3
Read: Graff and Birkenstein, “‘And Yet’: Distinguishing What You Say from What They Say,” in TSIS, pp. 68-77; and Pollock and Katz, “The Music Concourse,” in San Francisco's Golden Gate Park, pp. 50-79.
Week 7:
Tuesday, March 8
Field trip: The Music Concourse and The Japanese Tea Garden
Thursday, March 10
Paper 3 due in class. Library Workshop.
Week 8 (March 15 & 17)
SPRING BREAK
Week 9:
Tuesday, March 22
Read: Graff and Birkenstein, “‘Skeptics May Object’: Planting a Naysayer in Your Text,” in TSIS, pp. 78-91; and selections from Christopher Pollock’s Golden Gate Park: San Francisco's Urban Oasis in Vintage Postcards.
Thursday, March 24
Read: Graff and Birkenstein, “‘So What? Who Cares?’: Saying Why It Matters,” in TSIS, pp. 92-101; and Sally B. Woodbridge, John M. Woodbridge, and Chuck Byrne, “Golden Gate Park & Vicinity,” in San Francisco Architecture: An Illustrated Guide to the Outstanding Buildings, Public Art Works, and Parks in the Bay Area of California, pp. 197-205.
Week 10:
Tuesday, March 29
Field trip: The de Young Museum
Thursday, March 31
Paper 4 due in class. USF Roundtable featuring Shawn Calhoun (Gleeson Library); Alex Hochman (Career Center); and Charlene P. Lobo Soriano (First Year Student Services).
Week 11:
Tuesday, April 5
Read: Graff and Birkenstein, “‘As a Result’: Connecting the Parts,” in TSIS, pp. 105-120; and Clary, “The Great Disaster,” Making of Golden Gate Park, pp. 156-169.
Thursday, April 7
Read: Graff and Birkenstein, “‘Ain’t So / Is Not’: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice,” in TSIS, pp. 121-128.
Week 12:
Tuesday, April 12
Read: James R. Smith, “California Midwinter International Exposition – 1894,” in San Francisco's Lost Landmarks, pp. 111-126.
Thursday, April 14
James R. Smith, “Playland at the Beach,” in San Francisco's Lost Landmarks, pp. 44-53.
Week 13:
Tuesday, April 19
Graff and Birkenstein, “‘But Don’t Get Me Wrong’: The Art of Metacommentary,” in TSIS, pp. 129-138.
Thursday, April 21
Paper 5 due in class. Library Workshop.
Week 14:
Tuesday, April 26
Read: Josh Sides, “The Unspoken Sexuality of Golden Gate Park,” in Erotic City: Sexual Revolutions and the Making of Modern San Francisco, pp. 123-140.
Thursday, April 28
Read: Wikipedia entries for Golden Gate Park; Conservatory of Flowers; AIDS Memorial Grove; Music Concourse; and Japanese Tea Garden.
Week 15:
Tuesday, May 3
Read: Philip J. Dreyfus, “Greening the City,” in Our Better Nature: Environment and the Making of San Francisco, pp. 67-100.
Thursday, May 5
Paper 6 due in class.
Week 16:
Tuesday, May 10
Field trip: The Beach Chalet and Ocean Beach. Prior to field trip, read: Pollock and Katz’s “Facing West,” in San Francisco's Golden Gate Park, pp. 112-125.
Thursday, May 12
Reflection Paper due in class.
There is no final exam in this class.
Grading:
Paper 1 - 10%
Paper 2 - 10%
Paper 3 - 10%
Paper 4 - 10%
Paper 5 - 10%
Paper 6 - 10%
Reflection Paper - 10%
Class participation - 15%
Field trip participation - 15%
Attendance Policy:
Because this is an accelerated writing seminar, attendance is crucial. Students are expected to attend each class and field trip, have all readings finished prior to class or field trip, and be ready to participate in class discussions. Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what you missed and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Academic Integrity:
Plagiarism is using another person’s words and/or ideas without giving appropriate credit. Plagiarism is a serious violation of academic honor and personal integrity and can result in failing an assignment, being removed from this course, or even being asked to leave USF.
Rules:
1. No late work accepted.
2. In class and on field trips, no drinking out of non-reusable containers.
First-Year Seminar
Harney Science Center 143
Tuesdays & Thursdays 9:55-11:40
Professor David Silver
Office: Kalmanavitz 141
Office hours: Tues & Thurs 3-4 pm
Contact: dmsilver [ at ] usfca [ dot ] edu
Golden Gate Park is a First-Year Seminar that explores the history, built environment, popular narratives, and mixed uses of San Francisco's Golden Gate Park. Through readings, class discussions, and library workshops, students will develop a broad and keen understanding of the park; through field trips, students gain valuable on-site experience in and with the park. An accelerated writing seminar, Golden Gate Park fulfills USF’s Core A2 requirement.
Learning Outcomes
In this class, students will learn:
o How to read, analyze, and summarize complex texts from multiple fields and subjects;
o How to develop interesting research questions based on outside research and individual interests;
o How to use Gleeson Library and online tools to find relevant material from a range of sources and disciplines;
o How to write, edit, revise, and polish clear and compelling essays that, when necessary, keep with the conventions of academic and/or professional discourse; and
o How some sand dunes called the Outside Lands became Golden Gate Park.
Required Text:
o Gerald Graff and Cathy Birkenstein, They Say/I Say: The Moves That Matter in Academic Writing, 2nd Edition (W. W. Norton, 2009)
Course Schedule:
Week 1:
Tuesday, January 25
Introductions.
Thursday, January 27
Read: Gerald Graff and Cathy Birkenstein, “‘They Say’: Starting with What Others Are Saying,” in They Say/I Say: The Moves That Matter in Academic Writing (or TSIS), pp. 19-29. Twitter Workshop.
Week 2:
Tuesday, February 1
Read: Graff and Birkenstein, “‘Her Point Is’: The Art of Summarizing,” in TSIS, pp. 30-41; and Raymond H. Clary, “The Birth of American Parks,” in Making of Golden Gate Park: The Early Years: 1865-1906, pp. 1-5.
Thursday, February 3
Read: Clary, “The Beginning of Golden Gate Park” and “The Visionary Plan of William Hammond Hall,” in Making of Golden Gate Park, pp. 11-27.
Week 3:
Tuesday, February 8
Field trip: Conservatory of Flowers
Thursday, February 10
Paper 1 due in class. Library Workshop.
Week 4:
Tuesday, February 15
Read: Graff and Birkenstein, “‘As He Himself Puts It’: The Art of Quoting,” in TSIS, pp. 42-51; and Clary, “Politics in the Park,” in Making of Golden Gate Park, pp. 33-43.
Thursday, February 17
Read: Gray Brechin, Imperial San Francisco: Urban Power, Earthly Ruin, pp. 80-89.
Week 5:
Tuesday, February 22
Field trip (with Peter Novak, Vice Provost for Student Life): National AIDS Memorial Grove. Prior to field trip, read: Christopher Pollock and Erica Katz, “The Eastern End,” in San Francisco's Golden Gate Park: A Thousand and Seventeen Acres of Stories, pp. 12-49; and "About the National AIDS Memorial Grove."
Thursday, February 24
Paper 2 due in class. Library Workshop.
Week 6:
Tuesday, March 1
Read: Graff and Birkenstein, “‘Yes / No / Okay, But’: Three Ways to Respond,” in TSIS, pp. 55-67; and Clary, “Midwinter Fair,” in Making of Golden Gate Park, pp. 110-125.
Thursday, March 3
Read: Graff and Birkenstein, “‘And Yet’: Distinguishing What You Say from What They Say,” in TSIS, pp. 68-77; and Pollock and Katz, “The Music Concourse,” in San Francisco's Golden Gate Park, pp. 50-79.
Week 7:
Tuesday, March 8
Field trip: The Music Concourse and The Japanese Tea Garden
Thursday, March 10
Paper 3 due in class. Library Workshop.
Week 8 (March 15 & 17)
SPRING BREAK
Week 9:
Tuesday, March 22
Read: Graff and Birkenstein, “‘Skeptics May Object’: Planting a Naysayer in Your Text,” in TSIS, pp. 78-91; and selections from Christopher Pollock’s Golden Gate Park: San Francisco's Urban Oasis in Vintage Postcards.
Thursday, March 24
Read: Graff and Birkenstein, “‘So What? Who Cares?’: Saying Why It Matters,” in TSIS, pp. 92-101; and Sally B. Woodbridge, John M. Woodbridge, and Chuck Byrne, “Golden Gate Park & Vicinity,” in San Francisco Architecture: An Illustrated Guide to the Outstanding Buildings, Public Art Works, and Parks in the Bay Area of California, pp. 197-205.
Week 10:
Tuesday, March 29
Field trip: The de Young Museum
Thursday, March 31
Paper 4 due in class. USF Roundtable featuring Shawn Calhoun (Gleeson Library); Alex Hochman (Career Center); and Charlene P. Lobo Soriano (First Year Student Services).
Week 11:
Tuesday, April 5
Read: Graff and Birkenstein, “‘As a Result’: Connecting the Parts,” in TSIS, pp. 105-120; and Clary, “The Great Disaster,” Making of Golden Gate Park, pp. 156-169.
Thursday, April 7
Read: Graff and Birkenstein, “‘Ain’t So / Is Not’: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice,” in TSIS, pp. 121-128.
Week 12:
Tuesday, April 12
Read: James R. Smith, “California Midwinter International Exposition – 1894,” in San Francisco's Lost Landmarks, pp. 111-126.
Thursday, April 14
James R. Smith, “Playland at the Beach,” in San Francisco's Lost Landmarks, pp. 44-53.
Week 13:
Tuesday, April 19
Graff and Birkenstein, “‘But Don’t Get Me Wrong’: The Art of Metacommentary,” in TSIS, pp. 129-138.
Thursday, April 21
Paper 5 due in class. Library Workshop.
Week 14:
Tuesday, April 26
Read: Josh Sides, “The Unspoken Sexuality of Golden Gate Park,” in Erotic City: Sexual Revolutions and the Making of Modern San Francisco, pp. 123-140.
Thursday, April 28
Read: Wikipedia entries for Golden Gate Park; Conservatory of Flowers; AIDS Memorial Grove; Music Concourse; and Japanese Tea Garden.
Week 15:
Tuesday, May 3
Read: Philip J. Dreyfus, “Greening the City,” in Our Better Nature: Environment and the Making of San Francisco, pp. 67-100.
Thursday, May 5
Paper 6 due in class.
Week 16:
Tuesday, May 10
Field trip: The Beach Chalet and Ocean Beach. Prior to field trip, read: Pollock and Katz’s “Facing West,” in San Francisco's Golden Gate Park, pp. 112-125.
Thursday, May 12
Reflection Paper due in class.
There is no final exam in this class.
Grading:
Paper 1 - 10%
Paper 2 - 10%
Paper 3 - 10%
Paper 4 - 10%
Paper 5 - 10%
Paper 6 - 10%
Reflection Paper - 10%
Class participation - 15%
Field trip participation - 15%
Attendance Policy:
Because this is an accelerated writing seminar, attendance is crucial. Students are expected to attend each class and field trip, have all readings finished prior to class or field trip, and be ready to participate in class discussions. Missing class, or attending class unprepared, will significantly affect your final grade. If you do miss class, contact a classmate or two to find out what you missed and ask to borrow their notes. After doing this, if you have questions about missed material, visit me during office hours.
Academic Integrity:
Plagiarism is using another person’s words and/or ideas without giving appropriate credit. Plagiarism is a serious violation of academic honor and personal integrity and can result in failing an assignment, being removed from this course, or even being asked to leave USF.
Rules:
1. No late work accepted.
2. In class and on field trips, no drinking out of non-reusable containers.
Wednesday, October 27, 2010
Tuesday, October 19, 2010
project two
project two for digital media production.
1. think of something that interests you. it could be a band, a band you're in, a cafe, cooking, dancing, DIY, facebook, family, fashion, film, food, justice, money, music, newspapers, philosophy, photography, poetry, politics, religions, san francisco, science, sports, surfing, tv, video games, or anything else you choose.
2. take many photographs of that thing. select your favorite.
3. upload the photograph to flickr, title and tag it, put it into a new flickr set, and title the set.
4. take some time - a few hours, a day, a few days.
5. then, take some more photographs of this thing that interests you. upload them to your already existing flickr set. title and tag the photographs. at this point in the project, your flickr set should include 3-5 photographs.
6. when finished and before class on wednesday, october 27, tweet it. be sure to include a link to your flickr set.
7. in class on wednesday, october 27, be ready to demo your work.
8. keep in mind that you will be adding new photographs to this flickr set throughout the rest of the semester.
rules and suggestions:
a. follow all directions.
b. be sure to select something that truly interests you. if after a few days you are no longer interested in photographing that thing which days ago fascinated you, start over and select a new topic.
c. if you have no work to demo for wednesday's demo day, do not come to class.
1. think of something that interests you. it could be a band, a band you're in, a cafe, cooking, dancing, DIY, facebook, family, fashion, film, food, justice, money, music, newspapers, philosophy, photography, poetry, politics, religions, san francisco, science, sports, surfing, tv, video games, or anything else you choose.
2. take many photographs of that thing. select your favorite.
3. upload the photograph to flickr, title and tag it, put it into a new flickr set, and title the set.
4. take some time - a few hours, a day, a few days.
5. then, take some more photographs of this thing that interests you. upload them to your already existing flickr set. title and tag the photographs. at this point in the project, your flickr set should include 3-5 photographs.
6. when finished and before class on wednesday, october 27, tweet it. be sure to include a link to your flickr set.
7. in class on wednesday, october 27, be ready to demo your work.
8. keep in mind that you will be adding new photographs to this flickr set throughout the rest of the semester.
rules and suggestions:
a. follow all directions.
b. be sure to select something that truly interests you. if after a few days you are no longer interested in photographing that thing which days ago fascinated you, start over and select a new topic.
c. if you have no work to demo for wednesday's demo day, do not come to class.
Wednesday, October 13, 2010
flickr assignment #3
flickr assignment #3 for digital media production.
today in class, i shared some observations about your photographs of gleeson library, or flickr assignment #2, and briefly discussed some examples that i thought really worked: bryce's Midterm Week; yakuri's UFO?!; evelyn's comment on yakuri's Dizzy Stairs; chris's Great comic book selection at Gleeson!; and quincy's set PR6023.A93 J64. exciting work, folks!
for flickr assignment #3, i want each of you to:
1. do it again.
2. this time, be careful to follow all steps: limit yourself to 3-5 photos, tag them, title them, and add one or some or all of them to the Gleeson Library at USF flickr group.
3. last time, i encouraged you to include human beings in your photographs. this time, i required you to include at least one human in at least one of your photos.
4. consider including librarians and library staff in your photographs.
5. following today's creative commons lecture by shawn calhoun, think about and set your creative commons license on your flickr account (go to "Your Account" and select "Privacy and Permissions"). have questions? use twitter to ask your fellow DMPers, me, or shawn for help.
6. once finished and before class on friday, tweet about it. be sure your tweet includes a link to your flickr set.
rules:
a. follow all directions.
b. if you have no work to demo for friday's demo day, do not come to class.
today in class, i shared some observations about your photographs of gleeson library, or flickr assignment #2, and briefly discussed some examples that i thought really worked: bryce's Midterm Week; yakuri's UFO?!; evelyn's comment on yakuri's Dizzy Stairs; chris's Great comic book selection at Gleeson!; and quincy's set PR6023.A93 J64. exciting work, folks!
for flickr assignment #3, i want each of you to:
1. do it again.
2. this time, be careful to follow all steps: limit yourself to 3-5 photos, tag them, title them, and add one or some or all of them to the Gleeson Library at USF flickr group.
3. last time, i encouraged you to include human beings in your photographs. this time, i required you to include at least one human in at least one of your photos.
4. consider including librarians and library staff in your photographs.
5. following today's creative commons lecture by shawn calhoun, think about and set your creative commons license on your flickr account (go to "Your Account" and select "Privacy and Permissions"). have questions? use twitter to ask your fellow DMPers, me, or shawn for help.
6. once finished and before class on friday, tweet about it. be sure your tweet includes a link to your flickr set.
rules:
a. follow all directions.
b. if you have no work to demo for friday's demo day, do not come to class.
Monday, October 04, 2010
flickr assignment #2
flickr assignment #2 for digital media production.
1. take photographs of gleeson library. you can take photos of anything - the outside or the inside, in the stacks, in the atrium - just make sure your photos include gleeson. select 3-5 of these photographs and upload them to flickr.
2. make a set. title the set.
3. become a member of the Gleeson Library at USF flickr group. add one or some or all of your photographs to this group. keep in mind: by adding to the group, you are allowing gleeson library to feature your photograph on their web site.
4. tag your photos. be smart and creative with your tags.
5. once finished and before class on friday, tweet your set.
tips:
a. consider including human beings in your photographs.
b. take lots of photographs and decide later which 3-5 pics you'll use.
c. you can use your 3-5 photos to tell a story but you certainly don't have to. just make sure your photographs are interesting.
1. take photographs of gleeson library. you can take photos of anything - the outside or the inside, in the stacks, in the atrium - just make sure your photos include gleeson. select 3-5 of these photographs and upload them to flickr.
2. make a set. title the set.
3. become a member of the Gleeson Library at USF flickr group. add one or some or all of your photographs to this group. keep in mind: by adding to the group, you are allowing gleeson library to feature your photograph on their web site.
4. tag your photos. be smart and creative with your tags.
5. once finished and before class on friday, tweet your set.
tips:
a. consider including human beings in your photographs.
b. take lots of photographs and decide later which 3-5 pics you'll use.
c. you can use your 3-5 photos to tell a story but you certainly don't have to. just make sure your photographs are interesting.
Sunday, September 26, 2010
project one assignment: transmedia storytelling
project one assignment for digital media production.
we spent most of last week talking about transmedia storytelling. on monday, we discussed the matrix; on wednesday, we discussed henry jenkins' chapter "searching for the oragami unicorn: the matrix and transmedia storytelling"; and on friday, we shared and discussed other forms of matrix-related transmedia. by now, you should have a basic understanding of what transmedia storytelling is and how it works. now's the time to make some.
1. working individually or in groups, design and launch a transmedia story about USF. your story can be about anything as long as it is interesting and relates to USF. you are free to explore - and free not to explore - any of the topics we brainstormed in class on friday.
2. your transmedia story must unfold/be told through at least 5 platforms: twitter, flickr, our class blog, USFPool (which we will learn how to use in class on monday), and 1 other platform of your choice.
3. the 5 platforms must be linked/connected. be creative and thoughtful with your connections.
4. make links from your USF story to the stories of at least 5 other DMP students. be creative and thoughtful with your connections.
5. whenever possible, give your readers opportunities to comment and contribute to your story.
rules:
a. follow all directions.
b. if you have no work to demo for friday's demo day, do not come to class.
we spent most of last week talking about transmedia storytelling. on monday, we discussed the matrix; on wednesday, we discussed henry jenkins' chapter "searching for the oragami unicorn: the matrix and transmedia storytelling"; and on friday, we shared and discussed other forms of matrix-related transmedia. by now, you should have a basic understanding of what transmedia storytelling is and how it works. now's the time to make some.
1. working individually or in groups, design and launch a transmedia story about USF. your story can be about anything as long as it is interesting and relates to USF. you are free to explore - and free not to explore - any of the topics we brainstormed in class on friday.
2. your transmedia story must unfold/be told through at least 5 platforms: twitter, flickr, our class blog, USFPool (which we will learn how to use in class on monday), and 1 other platform of your choice.
3. the 5 platforms must be linked/connected. be creative and thoughtful with your connections.
4. make links from your USF story to the stories of at least 5 other DMP students. be creative and thoughtful with your connections.
5. whenever possible, give your readers opportunities to comment and contribute to your story.
rules:
a. follow all directions.
b. if you have no work to demo for friday's demo day, do not come to class.
Wednesday, September 15, 2010
kiva assignment
kiva assignment for digital media production.
1. start an account with kiva.
2. take some time to explore and understand kiva.
3. using kiva, make a $25 micro-loan to an individual or group. do not make a random micro-loan - make one that means something.
4. tweet it. include a link.
5. in class on friday, be prepared to demo your work.
rules:
a. steps 1-4 must be complete prior to class on friday.
b. if you have no work to demo, do not come to class.
1. start an account with kiva.
2. take some time to explore and understand kiva.
3. using kiva, make a $25 micro-loan to an individual or group. do not make a random micro-loan - make one that means something.
4. tweet it. include a link.
5. in class on friday, be prepared to demo your work.
rules:
a. steps 1-4 must be complete prior to class on friday.
b. if you have no work to demo, do not come to class.
Sunday, September 12, 2010
twitter guest panel in DMP
last friday in DMP, we had a twitter guest panel, featuring shawn calhoun (@GleesonLibrary), char lobo soriano (@itweetUSF), and thomas listerman (@usfca).
first up was shawn, head of access services at USF's gleeson library, who shared some of his experiences tweeting for gleeson. shawn talked about using twitter to notify followers about library news and materials, build a broad and diverse community, and share knowledge about free, open-access tools and resources. shawn also raised the fascinating question of whether or not to tweet about the shortcomings or limitations of one's own organization.
next up was charlene, associate director of USF's first year student services, who brings to her presentations the same energy she brings to her tweets. charlene talked about developing your own voice on twitter and suggested the best voice is your true voice. she talked about reaching out to and engaging with USF students in general and first year students in particular and she shared some of her strategies for building community.
the last panelist was thomas, USF's advancement e-communications manager, who approaches twitter as one tool to get across other tools. he talked about using social media to reach out to alumni, students, and parents. he talked about maintaining a somewhat formal voice but linking out to and retweeting less formal material. he also talked about using twitter as a kind of campus calendar and, like shawn and charlene, talked about building community.
"learning how to use twitter," i told my DMP students the first day of class, "is totally easy. developing a voice on twitter - now that's another story." after this excellent panel, i hope they got a good taste of that story.
first up was shawn, head of access services at USF's gleeson library, who shared some of his experiences tweeting for gleeson. shawn talked about using twitter to notify followers about library news and materials, build a broad and diverse community, and share knowledge about free, open-access tools and resources. shawn also raised the fascinating question of whether or not to tweet about the shortcomings or limitations of one's own organization.
next up was charlene, associate director of USF's first year student services, who brings to her presentations the same energy she brings to her tweets. charlene talked about developing your own voice on twitter and suggested the best voice is your true voice. she talked about reaching out to and engaging with USF students in general and first year students in particular and she shared some of her strategies for building community.
the last panelist was thomas, USF's advancement e-communications manager, who approaches twitter as one tool to get across other tools. he talked about using social media to reach out to alumni, students, and parents. he talked about maintaining a somewhat formal voice but linking out to and retweeting less formal material. he also talked about using twitter as a kind of campus calendar and, like shawn and charlene, talked about building community.
"learning how to use twitter," i told my DMP students the first day of class, "is totally easy. developing a voice on twitter - now that's another story." after this excellent panel, i hope they got a good taste of that story.
Tuesday, September 07, 2010
twitter assignment #2
twitter assignment #2 for digital media production.
1. by now, you should be on twitter, familiar with the basic functions of twitter, and following all members of our class.
2. also by now, you should be in the habit of searching for and following all people whose work (writings, video, web) is assigned each week. for this week, you should be following @scottros (scott rosenberg) and @jasonpontius (jason pontius). you should also follow this week's guest panelists: @GleesonLibrary (shawn calhoun), @itweetUSF (char lobo soriano), and @usfca (thomas listerman). if after a week you find their tweets less than amusing, by all means unfollow them.
3. reply to at least one tweet. any tweet. make it good.
4. retweet (or RT) at least two tweets that you think are relevant to members of digital media production. re-read that last sentence. although i encourage you to use twitter in any way you see fit, here i am asking you to retweet stuff that relates to what we are discussing and exploring in class. important: one of your RTs must be old school style and the other must be via the way supplied by twitter. be ready to discuss the pros and cons of each RT method - or any other methods you use - in class.
5. learn how to use bit.ly. use it with at least one tweet. be ready to discuss the pros and cons of bit.ly and tinyURL in class.
6. when appropriate, consider using the hashtag #dmp10 in your posts.
7. in order to get credit for this assignment, steps 1-6 must be complete by 9 am on friday, september 10.
1. by now, you should be on twitter, familiar with the basic functions of twitter, and following all members of our class.
2. also by now, you should be in the habit of searching for and following all people whose work (writings, video, web) is assigned each week. for this week, you should be following @scottros (scott rosenberg) and @jasonpontius (jason pontius). you should also follow this week's guest panelists: @GleesonLibrary (shawn calhoun), @itweetUSF (char lobo soriano), and @usfca (thomas listerman). if after a week you find their tweets less than amusing, by all means unfollow them.
3. reply to at least one tweet. any tweet. make it good.
4. retweet (or RT) at least two tweets that you think are relevant to members of digital media production. re-read that last sentence. although i encourage you to use twitter in any way you see fit, here i am asking you to retweet stuff that relates to what we are discussing and exploring in class. important: one of your RTs must be old school style and the other must be via the way supplied by twitter. be ready to discuss the pros and cons of each RT method - or any other methods you use - in class.
5. learn how to use bit.ly. use it with at least one tweet. be ready to discuss the pros and cons of bit.ly and tinyURL in class.
6. when appropriate, consider using the hashtag #dmp10 in your posts.
7. in order to get credit for this assignment, steps 1-6 must be complete by 9 am on friday, september 10.
Tuesday, August 31, 2010
flickr assignment
flickr assignment for digital media production.
1. take some time walking around campus and/or its immediate surroundings. find a place (or places) that has meaning for you - somewhere you find beautiful or miserable, inspiring or daunting, a place that makes your mind soar or makes your heart go boom boom boom. or just find a place you think is cool.
2. take some photographs of this place (or places). before you snap a picture, put some thought into what you are trying to capture. take as many photographs as you want.
3. if you do not already have a flickr account, create one. if you have an interest in photography, seriously consider opening a pro account ($25/year). if not, sign up for a free account.
4. upload 3-5 of your favorite campus photographs from your camera or phone to flickr. make sure you title each photograph.
5. put your photographs into a flickr set. be sure to title your flickr set.
6. once finished - and no later than 9 am on friday, september 3rd - tweet about it. include a link to your flickr set so that your classmates and people who follow you on twitter can see your work.
7. in class on friday, be prepared to demo your work.
rules:
1. follow all directions.
2. give yourself some time with this assignment. flickr is not overly difficult but it's not overly simple.
3. keep in mind that the goal of this assignment is not to take the greatest photograph ever of USF or san francisco - you have a whole semester to accomplish that! instead, the goal of this assignment to get you up and running on flickr.
4. if you have not completed the assignment by friday, do not come to class.
5. finally, if this assignment isn't fun, you're doing something wrong.
1. take some time walking around campus and/or its immediate surroundings. find a place (or places) that has meaning for you - somewhere you find beautiful or miserable, inspiring or daunting, a place that makes your mind soar or makes your heart go boom boom boom. or just find a place you think is cool.
2. take some photographs of this place (or places). before you snap a picture, put some thought into what you are trying to capture. take as many photographs as you want.
3. if you do not already have a flickr account, create one. if you have an interest in photography, seriously consider opening a pro account ($25/year). if not, sign up for a free account.
4. upload 3-5 of your favorite campus photographs from your camera or phone to flickr. make sure you title each photograph.
5. put your photographs into a flickr set. be sure to title your flickr set.
6. once finished - and no later than 9 am on friday, september 3rd - tweet about it. include a link to your flickr set so that your classmates and people who follow you on twitter can see your work.
7. in class on friday, be prepared to demo your work.
rules:
1. follow all directions.
2. give yourself some time with this assignment. flickr is not overly difficult but it's not overly simple.
3. keep in mind that the goal of this assignment is not to take the greatest photograph ever of USF or san francisco - you have a whole semester to accomplish that! instead, the goal of this assignment to get you up and running on flickr.
4. if you have not completed the assignment by friday, do not come to class.
5. finally, if this assignment isn't fun, you're doing something wrong.
Wednesday, August 25, 2010
twitter assignment
twitter assignment for digital media production.
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.
5. search for and follow all people whose work (writings, video, web) is assigned each week. if after a week you find their tweets less than amusing, by all means unfollow them.
6. post at least one tweet!
7. all of this must be complete by midnight onwednesday thursday.
8. please 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.
5. search for and follow all people whose work (writings, video, web) is assigned each week. if after a week you find their tweets less than amusing, by all means unfollow them.
6. post at least one tweet!
7. all of this must be complete by midnight on
8. please get into the habit of checking twitter at least once a day.
Monday, August 23, 2010
digital media production (fall 2010)
this fall, i'm teaching two classes. one of them is digital media production, or DMP. classes begin august 25, 2010.
digital media production
MWF 10:30-11:35 am
Cowell Hall 313
Professor David Silver
Office: Kalmanavitz 141
Office Hours: MW 9-10 am
Contact: dmsilver [ at ] usfca [ dot ] edu
Digital Media Production is a production course designed around creating, sharing, and collaborating with social media. Using tools and platforms like twitter, flickr, blogs, iPad, kiva, Creative Commons, youtube, yelp, USFPool, and Wikileaks, students will explore participatory media, digital storytelling, transmedia, co-authorship, user-generated content, and collective intelligence. Readings and discussions about digital media culture will accompany and inform our production and participation.
Learning Goals:
1. To learn how to use digital media creatively and effectively;
2. To learn how to use digital media collectively and collaboratively; and
3. To learn how to learn new digital media tools quickly and independently.
Course Texts/Costs:
o All readings are either free and online or free via Gleeson Library.
o Although you will be able to complete your assignments with a free flickr account, you are encouraged to purchase a flickr pro account for $25.
o In early October, we will be field tripping to see The Social Network in a local theater which will cost approximately $10.
o All students are required to make at least one $25 micro-loan, via kiva.org, which will be returned in full.
Calendar:
Week 1:
Wed, August 25
o Introduce ourselves, the course, and course expectations.
Fri, August 27
o Read/Watch: Clive Thompson, Brave New World of Digital Intimacy, New York Times Magazine, September 5, 2008; and Ira Glass, On good taste … (Video: 5:20), This American Life, August 12, 2006.
Week 2:
Mon, August 30
Read: Steven Johnson, How Twitter Will Change the Way We Live, Time, June 5, 2009; Rachel Dry, What Would Warhol Blog? Washington Post, August 16, 2009; and Peggy Orenstein, I Tweet, Therefore I Am, New York Times Magazine, July 30, 2010.
Wed, September 1
o Read: Jennifer Woodard Maderazo, Flickr Changes Lives, Launches Photog Career, MediaShift, August 2, 2007; and Chris Colin, Nasty as they wanna be? Policing Flickr.com, SF Gate, September 29, 2008.
Fri, September 3
o Demo Day
Week 3:
Mon, September 6
o No class: Labor Day
Wed, September 8
o Read: Scott Rosenberg, Putting Everything Out There [Justin Hall], from Say Everything: How Blogging Began, What It's Becoming, and Why It Matters (2009); and Jason Pontius, On Blog Themes, Dwell, July 12, 2010.
Fri, September 10
o Guest panel: Shawn Calhoun (@GleesonLibrary), Thomas Listerman (@usfca), and Char Lobo Soriano (@itweetUSF).
Week 4:
Mon, September 13
o Read: Ken Auletta, Publish or Perish: Can the iPad topple the Kindle, and save the book business? The New Yorker, April 26, 2010.
Wed, September 15
o Read/Watch: Frontline/World, Uganda - A Little Goes a Long Way, PBS, October 31, 2006; and additional Kiva readings TBA.
Fri, September 17
o Demo Day
Week 5:
Mon, September 20
o Prior to class, watch The Matrix (1999) and be ready to discuss it.
Wed, September 22
o Read: Henry Jenkins, "Searching for the Oragami Unicorn: The Matrix and Transmedia Storytelling," in Convergence Culture (2006), pp. 95-134.
Fri, September 24
o Read/Watch at least one other piece of Matrix-related transmedia (including but not limited to Matrix Reloaded, Matrix Revolutions, the web comics, the anime, the computer game, or the massively multiplayer online game) and be ready to share your understanding of it in class.
o Project 1 due.
Week 6:
Mon, September 27
o Student-generated readings on Creative Commons, part 1.
Wed, September 29
o Student-generated readings on Creative Commons, part 2.
Fri, October 1
o Demo Day
Week 7:
Mon, October 4
o Read/Watch: Ethan Zuckerman, Listening to global voices, Ted Talks, July, 2010; and danah boyd, Viewing American class divisions through Facebook and MySpace, Apophenia blog, June 24, 2007.
Wed, October 6
o Read: Farhad Manjoo, How Black People Use Twitter: The latest research on race and microblogging, Slate, August 10, 2010; Jessica Faye Carter, A Response to Farhad Manjoo's "How Black People Use Twitter," Jessica Faye Carter blog, August 12, 2010; and Scott Poulson-Bryant, How One Black Person Responds to "How Black People Use Twitter," Scott Topics blog, August 13, 2010.
Fri, October 8
o Field trip to see The Social Network (2010).
Week 8:
Mon, October 11
o No class: Fall Break
Wed, October 13
o Watch: Michael Wesch, An anthropological introduction to YouTube (Video: 55.33), presented at the Library of Congress, June 23, 2008.
Fri, October 15
o Demo Day
Week 9:
Mon, October 18
o Read: Kathleen Richards, Yelp and the Business of Extortion 2.0, East Bay Express, February 18, 2009.
Wed, October 20
o Read: Stephen Baker, Will Work for Praise: The Web's Free-Labor Economy, Business Week, December 28, 2008; Eric Karjaluoto, Is Tim Ferriss acting like an asshole? ideasonideas, August 11, 2009; and Stephanie Clifford, Ads Follow Web Users, and Get More Personal, New York Times, July 30, 2009.
Fri, October 22
o Read: Rob Walker, Handmade 2.0, New York Times Magazine, December 16, 2007.
Week 10:
Mon, October 25
o Brainstorm Know Your Digital Rights exhibit.
Wed, October 27
o Build Know Your Digital Rights exhibit.
Fri, October 29
o No class: David out of town.
o Project 2 due.
Week 11:
Mon, November 1
o Student-generated readings on music and social media, part 1.
Wed, November 3
o Student-generated readings on music and social media, part 2.
Fri, November 5
o Guest lecture: Bennett Grassano, Director of Development, Kiva.org. Readings TBA.
Week 12:
Mon, November 8
o Read: Raffi Khatchadourian, No Secrets: Julian Assange’s mission for total transparency, The New Yorker, June 7, 2010.
Wed, November 10
o Read: Jay Rosen, The Afghanistan War Logs Released by Wikileaks, the World's First Stateless News Organization, PressThink blog, July 26, 2010; also read 2-3 of the links Rosen includes in his blog post and be ready to share your understanding of them in class.
Fri, November 12
o Demo Day
Week 13:
Mon, November 15
o Read/Use/Explore: Everyone Says They Have the Best Pancakes in San Francisco, Gridskipper, October 4, 2007; James Barron, Taking a Walk Through J. D. Salinger's New York and Walking in Holden's Footsteps, New York Times, January 28, 2010; A Peek Into Netflix Queues, New York Times, January 8, 2010; Frank Jacobs, Sense of POPOS: Secret Spaces of San Francisco, Big Think blog, January 27, 2010.
Wed, November 17
o Read: Rob Reed, 10 Ways Geolocation is Changing the World, tonic, July 31, 2010; and Victor Keegan, Meet the Wikipedia of the mapping world, Guardian, February 4, 2010.
Fri, November 19
o Read/Use/Explore: Kim Severson, Neighbor, Can You Spare A Plum? New York Times, June 10, 2009; Roxanne Webber, New iPhone App Finds You Free Fruit, Chow, January 12, 2010; and Seasonal Ingredient Map, Epicurious.
Week 14:
Mon, November 22
o Read: John Berger, Ways of Seeing (1972), pp. 7-34.
Wed, November 24
o Read: Robert Harrison, "On the Lost Art of Seeing," from Gardens: An Essay on the Human Condition (2008), pp. 114-124.
Fri, November 26:
o No class: Thanksgiving Break
Week 15:
Mon, November 29
o Read: Steven Johnson, Yes, People Still Read, but Now It’s Social, New York Times, June 18, 2010; Henry Jenkins, Why Heather Can Write, Technology Review, February 6, 2004; and Tracy Seeley, Slowing Down My Own Monkey Mind, Tracy Seeley's Blog, July 17, 2010.
Wed, December 1
o Read/Watch: Clay Shirky, How cognitive surplus will change the world, Ted Talks, June 2010; Nicholas Carr, Does the Internet Make You Dumber? Wall Street Journal, June 5, 2010; Adrian Higgins, We can't see the forest for the T-Mobiles, Washington Post, December 15, 2009; and The Slow Media Manifesto.
Fri, December 3
o Read/Watch: Jane McGonigal, Gaming can make a better world, Ted Talks, February 2010; and Michael S. Rosenwald, FarmVille, other online social games mean big business, and bonding, Washington Post, August 3, 2010.
Week 16:
Mon, December 6
o Read: Jaron Lanier, World Wide Mush, Wall Street Journal, January 8, 2010; and Caterina Fake, Participatory media and why I love it (and must defend it), Caterina.net blog, January 19, 2010.
Wed, December 8
o Class party
o Project 3 due.
Course Grading:
Reading quizzes - 10%
Homework assignments - 10%
Class participation (this includes student-generated reading exercises) - 20%
Demo Days - 10%
Projects (3) - 30%
Know Your Digital Rights exhibit group project - 20%
Course Rules:
1. No late work accepted.
2. If you have no new work on Demo Day, do not come to class.
3. Whenever possible, publish your work under your own name.
4. Starting Friday, August 27, no drinking out of non-reusable containers in class. Be creative with your thirst-quenching solutions.
digital media production
MWF 10:30-11:35 am
Cowell Hall 313
Professor David Silver
Office: Kalmanavitz 141
Office Hours: MW 9-10 am
Contact: dmsilver [ at ] usfca [ dot ] edu
Digital Media Production is a production course designed around creating, sharing, and collaborating with social media. Using tools and platforms like twitter, flickr, blogs, iPad, kiva, Creative Commons, youtube, yelp, USFPool, and Wikileaks, students will explore participatory media, digital storytelling, transmedia, co-authorship, user-generated content, and collective intelligence. Readings and discussions about digital media culture will accompany and inform our production and participation.
Learning Goals:
1. To learn how to use digital media creatively and effectively;
2. To learn how to use digital media collectively and collaboratively; and
3. To learn how to learn new digital media tools quickly and independently.
Course Texts/Costs:
o All readings are either free and online or free via Gleeson Library.
o Although you will be able to complete your assignments with a free flickr account, you are encouraged to purchase a flickr pro account for $25.
o In early October, we will be field tripping to see The Social Network in a local theater which will cost approximately $10.
o All students are required to make at least one $25 micro-loan, via kiva.org, which will be returned in full.
Calendar:
Week 1:
Wed, August 25
o Introduce ourselves, the course, and course expectations.
Fri, August 27
o Read/Watch: Clive Thompson, Brave New World of Digital Intimacy, New York Times Magazine, September 5, 2008; and Ira Glass, On good taste … (Video: 5:20), This American Life, August 12, 2006.
Week 2:
Mon, August 30
Read: Steven Johnson, How Twitter Will Change the Way We Live, Time, June 5, 2009; Rachel Dry, What Would Warhol Blog? Washington Post, August 16, 2009; and Peggy Orenstein, I Tweet, Therefore I Am, New York Times Magazine, July 30, 2010.
Wed, September 1
o Read: Jennifer Woodard Maderazo, Flickr Changes Lives, Launches Photog Career, MediaShift, August 2, 2007; and Chris Colin, Nasty as they wanna be? Policing Flickr.com, SF Gate, September 29, 2008.
Fri, September 3
o Demo Day
Week 3:
Mon, September 6
o No class: Labor Day
Wed, September 8
o Read: Scott Rosenberg, Putting Everything Out There [Justin Hall], from Say Everything: How Blogging Began, What It's Becoming, and Why It Matters (2009); and Jason Pontius, On Blog Themes, Dwell, July 12, 2010.
Fri, September 10
o Guest panel: Shawn Calhoun (@GleesonLibrary), Thomas Listerman (@usfca), and Char Lobo Soriano (@itweetUSF).
Week 4:
Mon, September 13
o Read: Ken Auletta, Publish or Perish: Can the iPad topple the Kindle, and save the book business? The New Yorker, April 26, 2010.
Wed, September 15
o Read/Watch: Frontline/World, Uganda - A Little Goes a Long Way, PBS, October 31, 2006; and additional Kiva readings TBA.
Fri, September 17
o Demo Day
Week 5:
Mon, September 20
o Prior to class, watch The Matrix (1999) and be ready to discuss it.
Wed, September 22
o Read: Henry Jenkins, "Searching for the Oragami Unicorn: The Matrix and Transmedia Storytelling," in Convergence Culture (2006), pp. 95-134.
Fri, September 24
o Read/Watch at least one other piece of Matrix-related transmedia (including but not limited to Matrix Reloaded, Matrix Revolutions, the web comics, the anime, the computer game, or the massively multiplayer online game) and be ready to share your understanding of it in class.
o Project 1 due.
Week 6:
Mon, September 27
o Student-generated readings on Creative Commons, part 1.
Wed, September 29
o Student-generated readings on Creative Commons, part 2.
Fri, October 1
o Demo Day
Week 7:
Mon, October 4
o Read/Watch: Ethan Zuckerman, Listening to global voices, Ted Talks, July, 2010; and danah boyd, Viewing American class divisions through Facebook and MySpace, Apophenia blog, June 24, 2007.
Wed, October 6
o Read: Farhad Manjoo, How Black People Use Twitter: The latest research on race and microblogging, Slate, August 10, 2010; Jessica Faye Carter, A Response to Farhad Manjoo's "How Black People Use Twitter," Jessica Faye Carter blog, August 12, 2010; and Scott Poulson-Bryant, How One Black Person Responds to "How Black People Use Twitter," Scott Topics blog, August 13, 2010.
Fri, October 8
o Field trip to see The Social Network (2010).
Week 8:
Mon, October 11
o No class: Fall Break
Wed, October 13
o Watch: Michael Wesch, An anthropological introduction to YouTube (Video: 55.33), presented at the Library of Congress, June 23, 2008.
Fri, October 15
o Demo Day
Week 9:
Mon, October 18
o Read: Kathleen Richards, Yelp and the Business of Extortion 2.0, East Bay Express, February 18, 2009.
Wed, October 20
o Read: Stephen Baker, Will Work for Praise: The Web's Free-Labor Economy, Business Week, December 28, 2008; Eric Karjaluoto, Is Tim Ferriss acting like an asshole? ideasonideas, August 11, 2009; and Stephanie Clifford, Ads Follow Web Users, and Get More Personal, New York Times, July 30, 2009.
Fri, October 22
o Read: Rob Walker, Handmade 2.0, New York Times Magazine, December 16, 2007.
Week 10:
Mon, October 25
o Brainstorm Know Your Digital Rights exhibit.
Wed, October 27
o Build Know Your Digital Rights exhibit.
Fri, October 29
o No class: David out of town.
o Project 2 due.
Week 11:
Mon, November 1
o Student-generated readings on music and social media, part 1.
Wed, November 3
o Student-generated readings on music and social media, part 2.
Fri, November 5
o Guest lecture: Bennett Grassano, Director of Development, Kiva.org. Readings TBA.
Week 12:
Mon, November 8
o Read: Raffi Khatchadourian, No Secrets: Julian Assange’s mission for total transparency, The New Yorker, June 7, 2010.
Wed, November 10
o Read: Jay Rosen, The Afghanistan War Logs Released by Wikileaks, the World's First Stateless News Organization, PressThink blog, July 26, 2010; also read 2-3 of the links Rosen includes in his blog post and be ready to share your understanding of them in class.
Fri, November 12
o Demo Day
Week 13:
Mon, November 15
o Read/Use/Explore: Everyone Says They Have the Best Pancakes in San Francisco, Gridskipper, October 4, 2007; James Barron, Taking a Walk Through J. D. Salinger's New York and Walking in Holden's Footsteps, New York Times, January 28, 2010; A Peek Into Netflix Queues, New York Times, January 8, 2010; Frank Jacobs, Sense of POPOS: Secret Spaces of San Francisco, Big Think blog, January 27, 2010.
Wed, November 17
o Read: Rob Reed, 10 Ways Geolocation is Changing the World, tonic, July 31, 2010; and Victor Keegan, Meet the Wikipedia of the mapping world, Guardian, February 4, 2010.
Fri, November 19
o Read/Use/Explore: Kim Severson, Neighbor, Can You Spare A Plum? New York Times, June 10, 2009; Roxanne Webber, New iPhone App Finds You Free Fruit, Chow, January 12, 2010; and Seasonal Ingredient Map, Epicurious.
Week 14:
Mon, November 22
o Read: John Berger, Ways of Seeing (1972), pp. 7-34.
Wed, November 24
o Read: Robert Harrison, "On the Lost Art of Seeing," from Gardens: An Essay on the Human Condition (2008), pp. 114-124.
Fri, November 26:
o No class: Thanksgiving Break
Week 15:
Mon, November 29
o Read: Steven Johnson, Yes, People Still Read, but Now It’s Social, New York Times, June 18, 2010; Henry Jenkins, Why Heather Can Write, Technology Review, February 6, 2004; and Tracy Seeley, Slowing Down My Own Monkey Mind, Tracy Seeley's Blog, July 17, 2010.
Wed, December 1
o Read/Watch: Clay Shirky, How cognitive surplus will change the world, Ted Talks, June 2010; Nicholas Carr, Does the Internet Make You Dumber? Wall Street Journal, June 5, 2010; Adrian Higgins, We can't see the forest for the T-Mobiles, Washington Post, December 15, 2009; and The Slow Media Manifesto.
Fri, December 3
o Read/Watch: Jane McGonigal, Gaming can make a better world, Ted Talks, February 2010; and Michael S. Rosenwald, FarmVille, other online social games mean big business, and bonding, Washington Post, August 3, 2010.
Week 16:
Mon, December 6
o Read: Jaron Lanier, World Wide Mush, Wall Street Journal, January 8, 2010; and Caterina Fake, Participatory media and why I love it (and must defend it), Caterina.net blog, January 19, 2010.
Wed, December 8
o Class party
o Project 3 due.
Course Grading:
Reading quizzes - 10%
Homework assignments - 10%
Class participation (this includes student-generated reading exercises) - 20%
Demo Days - 10%
Projects (3) - 30%
Know Your Digital Rights exhibit group project - 20%
Course Rules:
1. No late work accepted.
2. If you have no new work on Demo Day, do not come to class.
3. Whenever possible, publish your work under your own name.
4. Starting Friday, August 27, no drinking out of non-reusable containers in class. Be creative with your thirst-quenching solutions.
Thursday, August 19, 2010
community garden outreach (fall 2010)
i'm teaching two classes this fall. one of them is community garden outreach which i'm co-teaching with melinda stone. classes begin august 25, 2010.
Community Garden Outreach
Environmental Studies 145
Wednesdays 11:45 am - 3:25 pm
Hayes Healy Formal Lounge
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Mon and Wed 9 – 10 am & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Tues 10 am – noon & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Course Description:
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, preservation, and distribution. Through readings, films, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and an on-campus farmstand, students will engaged directly with various food production, preparation, preservation, and distribution practices. This service learning course is offered in tandem with Justin Valone’s Urban Ag I and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. Discuss some of the key contemporary issues revolving around food and food production;
2. Develop practical skills in preparing, preserving, and distributing food;
3. Design, implement, and manage the campus farmstand;
4. Create and distribute farmstand recipes that engage and educate the campus community; and
5. Demonstrate effective and creative collaboration.
Book:
Michael Pollan’s Second Nature: A Gardener's Education, 1991.
Course Calendar:
August 25:
In class we will introduce ourselves, the course, and course expectations. At the end of class, we will field trip to the Upper Haight Farmers Market. Your homework, in addition to your weekly reflection, is to visit the Ferry Plaza Farmers Market on either Thursday, August 26 or Saturday, August 28.
September 1:
Discussion about farmers markets and our farmstand. Class guests will include a few past Garden Project students who will share their experiences with running farmstand. Class will also include a visit from Sarah Klein, who will help us assess our kitchen and garden. Keep in mind: On Thursday, September 2, we will have our 1st campus farmstand!
September 8:
Prior to class, read Mollie Katzen's "Useful Tools," from The New Moosewood Cookbook, pp. xvi- xvii; and Joan Dye Gussow, “Is It Worth It?” from This Organic Life: Confessions of a Suburban Homesteader, pp. 200-214. Full kitchen/cooking day with Sarah Klein. At the end of class, be ready to commit to particular tasks for this semester's farmstand.
September 15:
Prior to class, watch Food, Inc., which we will discuss in class. We will end class with a discussion and early assessment of our farmstand.
September 22:
Prior to class, read Michael Pollan’s “Introduction” & “Two Gardens,” pp. 1-34, which we will discuss in class.
September 29:
Prior to class, read Joseph Radabaugh's "A History of Solar Cooking," "Designing & Building Your Own Solar Cooker," and "Building the SunStar," from Heaven's Flame: A Guide to Solar Cookers, pp. 1-4, 71-110. Homestead workshop: Solar Ovens and Sour Dough Crackers.
October 6:
Prior to class, read Molly Katzen's “An Illustrated Guide to the Baking of Yeast Bread,” from The Enchanted Broccoli Forest, pp. 86-95; Mark Bittman's Making No-Knead Bread (Video – 4:58), New York Times, December 29, 2006; and Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21. Homestead workshop: Baking Bread.
October 13:
We will not have our regular Wednesday class this week in preparation for our field trip to Occidental Arts and Ecology Center (OAEC), on Friday and Saturday, October 15-16.
October 20:
Prior to class, read Kim Severson's “Neighbor, Can You Spare A Plum?” New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism,” from Food, edited by John Knechtel, pp. 94-103; Roxanne Webber's 10 Ways to Barter for Food, Chow, August 6, 2009; and Pollan’s “The Harvest,” pp. 137-149. Homestead workshop: Green Media.
October 27:
Prior to class, read Pollan's “Compost and Its Moral Imperatives,” pp. 66-75. Homestead workshop: Canning.
November 3:
Prior to class, watch Chet Bentley's Elixir of Life, from How-to Homestead (2010); and David Owens, Brittany Rowles and Reece Snyder's Jerusalem Artichokes, from How-to Homestead (2009). Homestead workshop: Gleaning & Preserving.
November 10:
Prior to class, watch Ruth Stout’s Garden (23 minutes); Close to Nature Garden (24 minutes); and Garden Song (28 minutes). Be ready to discuss the three films in class.
November 17:
Prior to class, read Pollan's “Weeds Are Us,” pp. 98-116. (Important: Field trip to GFE has been postponed until spring semester) Field trip to Garden for the Environment.
November 24:
No class: Thanksgiving
December 1:
Prior to class, watch Dirt! which we will discuss in class.
December 8:
Wrap up first semester and prepare for Vision Day, Thursday, December 9.
Grading:
o Weekly 1-page reflection papers - 25%
o Classroom, field trip, and workshop participation - 25%
o Farmstand participation - 25%
o Creating and distributing farmstand recipes (Students enrolled in 2 units will be required to create – either individually or collectively – 2 farmstand recipes; students enrolled in 4 units will be required to create 4.) - 25%
Please note: Students enrolled in 2 units will be expected to work at least 2 hours a week towards our campus farmstand; students enrolled in 4 units will be expected to work at least 4 hours a week towards our campus farmstand.
Course Rules:
1. Starting September 1, no drinking out of non-reusable containers in class and during farmstand. Be creative with your thirst-quenching solutions.
2. In class, on field trips, and during farmstand, try your best to listen to and learn from everyone.
3. No late work accepted.
Community Garden Outreach
Environmental Studies 145
Wednesdays 11:45 am - 3:25 pm
Hayes Healy Formal Lounge
Professor David Silver
Office: Kalmanovitz 141
Office Hours: Mon and Wed 9 – 10 am & by appointment
Contact: dmsilver [ at ] usfca [ dot ] edu
Professor Melinda Stone
Office: Kalmanovitz 120
Office Hours: Tues 10 am – noon & by appointment
Contact: stone [ at ] usfca [ dot ] edu / 422-5755
Course Description:
Community Garden Outreach introduces students to environmental, cultural, social, political, and philosophical issues that circulate through and around food production, preparation, preservation, and distribution. Through readings, films, and class discussions, students will learn about sustainable and unsustainable systems of food production. Through field trips, homestead workshops, and an on-campus farmstand, students will engaged directly with various food production, preparation, preservation, and distribution practices. This service learning course is offered in tandem with Justin Valone’s Urban Ag I and both are part of USF’s Garden Project living learning community.
Learning Goals:
1. Discuss some of the key contemporary issues revolving around food and food production;
2. Develop practical skills in preparing, preserving, and distributing food;
3. Design, implement, and manage the campus farmstand;
4. Create and distribute farmstand recipes that engage and educate the campus community; and
5. Demonstrate effective and creative collaboration.
Book:
Michael Pollan’s Second Nature: A Gardener's Education, 1991.
Course Calendar:
August 25:
In class we will introduce ourselves, the course, and course expectations. At the end of class, we will field trip to the Upper Haight Farmers Market. Your homework, in addition to your weekly reflection, is to visit the Ferry Plaza Farmers Market on either Thursday, August 26 or Saturday, August 28.
September 1:
Discussion about farmers markets and our farmstand. Class guests will include a few past Garden Project students who will share their experiences with running farmstand. Class will also include a visit from Sarah Klein, who will help us assess our kitchen and garden. Keep in mind: On Thursday, September 2, we will have our 1st campus farmstand!
September 8:
Prior to class, read Mollie Katzen's "Useful Tools," from The New Moosewood Cookbook, pp. xvi- xvii; and Joan Dye Gussow, “Is It Worth It?” from This Organic Life: Confessions of a Suburban Homesteader, pp. 200-214. Full kitchen/cooking day with Sarah Klein. At the end of class, be ready to commit to particular tasks for this semester's farmstand.
September 15:
Prior to class, watch Food, Inc., which we will discuss in class. We will end class with a discussion and early assessment of our farmstand.
September 22:
Prior to class, read Michael Pollan’s “Introduction” & “Two Gardens,” pp. 1-34, which we will discuss in class.
September 29:
Prior to class, read Joseph Radabaugh's "A History of Solar Cooking," "Designing & Building Your Own Solar Cooker," and "Building the SunStar," from Heaven's Flame: A Guide to Solar Cookers, pp. 1-4, 71-110. Homestead workshop: Solar Ovens and Sour Dough Crackers.
October 6:
Prior to class, read Molly Katzen's “An Illustrated Guide to the Baking of Yeast Bread,” from The Enchanted Broccoli Forest, pp. 86-95; Mark Bittman's Making No-Knead Bread (Video – 4:58), New York Times, December 29, 2006; and Brother Rick Curry, S.J., “Making Bread,” from The Secrets of Jesuit Breadmaking, pp. 11-21. Homestead workshop: Baking Bread.
October 13:
We will not have our regular Wednesday class this week in preparation for our field trip to Occidental Arts and Ecology Center (OAEC), on Friday and Saturday, October 15-16.
October 20:
Prior to class, read Kim Severson's “Neighbor, Can You Spare A Plum?” New York Times, June 10, 2009; Fallen Fruit, “Take Back the Fruit: Public Space and Community Activism,” from Food, edited by John Knechtel, pp. 94-103; Roxanne Webber's 10 Ways to Barter for Food, Chow, August 6, 2009; and Pollan’s “The Harvest,” pp. 137-149. Homestead workshop: Green Media.
October 27:
Prior to class, read Pollan's “Compost and Its Moral Imperatives,” pp. 66-75. Homestead workshop: Canning.
November 3:
Prior to class, watch Chet Bentley's Elixir of Life, from How-to Homestead (2010); and David Owens, Brittany Rowles and Reece Snyder's Jerusalem Artichokes, from How-to Homestead (2009). Homestead workshop: Gleaning & Preserving.
November 10:
Prior to class, watch Ruth Stout’s Garden (23 minutes); Close to Nature Garden (24 minutes); and Garden Song (28 minutes). Be ready to discuss the three films in class.
November 17:
Prior to class, read Pollan's “Weeds Are Us,” pp. 98-116. (Important: Field trip to GFE has been postponed until spring semester) Field trip to Garden for the Environment.
November 24:
No class: Thanksgiving
December 1:
Prior to class, watch Dirt! which we will discuss in class.
December 8:
Wrap up first semester and prepare for Vision Day, Thursday, December 9.
Grading:
o Weekly 1-page reflection papers - 25%
o Classroom, field trip, and workshop participation - 25%
o Farmstand participation - 25%
o Creating and distributing farmstand recipes (Students enrolled in 2 units will be required to create – either individually or collectively – 2 farmstand recipes; students enrolled in 4 units will be required to create 4.) - 25%
Please note: Students enrolled in 2 units will be expected to work at least 2 hours a week towards our campus farmstand; students enrolled in 4 units will be expected to work at least 4 hours a week towards our campus farmstand.
Course Rules:
1. Starting September 1, no drinking out of non-reusable containers in class and during farmstand. Be creative with your thirst-quenching solutions.
2. In class, on field trips, and during farmstand, try your best to listen to and learn from everyone.
3. No late work accepted.
Monday, July 12, 2010
Saturday, July 03, 2010
Monday, June 28, 2010
summer reading list
each year, roy christopher collects summer reading lists from a few friends and publishes them on his blog. this year's a dandy. here's my contribution.
***
for as long as i can remember, nixon-related books have occupied the highest shelf on my parents' book collection - books like john dean's blind ambition and woodward and bernstein's all the president's men and the final days. a few weeks, while visiting my mom, i reached up to the top shelf and plucked down the final days (simon & schuster, 1976). it's the story of a criminal, crooked, crazed, paranoid, and totally incompetent president and the final months, weeks, and days of his reign. great summer reading!
a few months ago, at moe's books in berkeley, i traded three brand new academic books about digital media for one used copy of edward espe brown's the complete tassajara cookbook: recipes, techniques, and reflections from the famed zen kitchen (shambhala, 2009). what a great deal! i started reading and cooking from this book in late spring and will continue through summer and beyond.
as its title suggests, pam peirce's golden gate gardening: the complete guide to year-round food gardening in the san francisco bay area and coastal california (sasquatch books, 2010) tells northern californians what to plant, why, how, and when. it's my bible - especially in summer. i'm also reading gayla trail's grow great grub: organic food from small spaces (clarkson potter, 2010) for some wonderful and creative tricks and techniques.
this summer, i'm working on a new freshmen seminar called "golden gate park" which, if approved, will run next spring. to generate ideas and stimulate the old noggin, i'm reading, skimming, and scanning all kinds of wonderful books like raymond h. clary’s making of golden gate park: the early years: 1865-1906 (don’t call it frisco press, 1984); chris pollock and erica katz’s san francisco's golden gate park: a thousand and seventeen acres of stories (westwinds press, 2001); sally b. woodbridge, john m. woodbridge, and chuck byrne’s san francisco architecture: an illustrated guide to the outstanding buildings, public art works, and parks in the bay area of california (ten speed press, 2005); christopher pollock’s golden gate park: san francisco's urban oasis in vintage postcards (arcadia publishing, 2003); and hosea and nellie a. blair’s monuments and memories of san francisco: golden gate park (calmar printing company, 1955).
most of my summer reading, i suspect, will be read out loud, to siena, our 11-month old daughter, and revolve around stories about clever animals, being kind and curious, and going to sleep.
***
for as long as i can remember, nixon-related books have occupied the highest shelf on my parents' book collection - books like john dean's blind ambition and woodward and bernstein's all the president's men and the final days. a few weeks, while visiting my mom, i reached up to the top shelf and plucked down the final days (simon & schuster, 1976). it's the story of a criminal, crooked, crazed, paranoid, and totally incompetent president and the final months, weeks, and days of his reign. great summer reading!
a few months ago, at moe's books in berkeley, i traded three brand new academic books about digital media for one used copy of edward espe brown's the complete tassajara cookbook: recipes, techniques, and reflections from the famed zen kitchen (shambhala, 2009). what a great deal! i started reading and cooking from this book in late spring and will continue through summer and beyond.
as its title suggests, pam peirce's golden gate gardening: the complete guide to year-round food gardening in the san francisco bay area and coastal california (sasquatch books, 2010) tells northern californians what to plant, why, how, and when. it's my bible - especially in summer. i'm also reading gayla trail's grow great grub: organic food from small spaces (clarkson potter, 2010) for some wonderful and creative tricks and techniques.
this summer, i'm working on a new freshmen seminar called "golden gate park" which, if approved, will run next spring. to generate ideas and stimulate the old noggin, i'm reading, skimming, and scanning all kinds of wonderful books like raymond h. clary’s making of golden gate park: the early years: 1865-1906 (don’t call it frisco press, 1984); chris pollock and erica katz’s san francisco's golden gate park: a thousand and seventeen acres of stories (westwinds press, 2001); sally b. woodbridge, john m. woodbridge, and chuck byrne’s san francisco architecture: an illustrated guide to the outstanding buildings, public art works, and parks in the bay area of california (ten speed press, 2005); christopher pollock’s golden gate park: san francisco's urban oasis in vintage postcards (arcadia publishing, 2003); and hosea and nellie a. blair’s monuments and memories of san francisco: golden gate park (calmar printing company, 1955).
most of my summer reading, i suspect, will be read out loud, to siena, our 11-month old daughter, and revolve around stories about clever animals, being kind and curious, and going to sleep.
Monday, June 14, 2010
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