Your SlideShare is downloading. ×
Hive NYC Cohort Meetup1.8.14
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Hive NYC Cohort Meetup1.8.14

247

Published on

Hive NYC Cohort Meet Up with Girls Write Now, Brooklyn Public Library and Tribeca Film Institute January 8 2014 …

Hive NYC Cohort Meet Up with Girls Write Now, Brooklyn Public Library and Tribeca Film Institute January 8 2014
http://hivenycohort.tumblr.com/

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
247
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Hv Dg aMe iLan g u d i itl d eri Fn e i a n C h rH n o t o ot a g u Jn ay ,04 a u r 821
  • 2. Brooklyn Haunts June 2013 – November 2013 Brooklyn Public Library
  • 3. What is Brooklyn Haunts?
  • 4. Who took part?
  • 5. What technology did we use?
  • 6. What was our timeline?
  • 7. Creation and Design Part I Fundamentals
  • 8. Creation and Design Part II The design
  • 9. Creation and Design Part III Does it work?
  • 10. The Final Trek!
  • 11. Lessons Learned
  • 12. The Best Part of the Project: these guys!
  • 13. G o a l   f o r   G i r l s   W r i t e   N o w ’ s   D i g i t a l   M e d i a   M e n t o r i n g   P r o g r a m   “ D o r k s h o p s ” :       C r e a > v e l y   i n s p i r e   y o u n g   w o m e n   w r i t e r s   t o   u s e   d i g i t a l   m e d i a   t o   t h i n k   c r i > c a l l y   a b o u t   t h e i r   w o r k .  
  • 14. S h e   w a n t s   t o   b e   a   w r i t e r   a n d   l o v e s   t a k i n g   p i c t u r e s .   S h e   i s   a   p h o t o g r a p h e r   a n d   s c r e e n p l a y   w r i t e r .   F u t u r e   G W N   d i g i t a l   m e n t o r / m e n t e e   p a i r .  
  • 15. D o r k s h o p   1 :   A u d i o   J o u r n a l i s m  
  • 16. D o r k s h o p   1 :   A u d i o   J o u r n a l i s m   N a m e :   F i n d i n g   T r u e   C h a r a c t e r     D i g i t a l   S k i l l :   I n t e r f a c e   g e o g r a p h y ,   r e c o r d i n g ,   u p l o a d i n g       W r i 0 n g   S k i l l :   C h a r a c t e r   B u i l d i n g     G o a l :   1 -­‐ 5   m i n u t e   j o u r n a l i s m   a u d i o   i n t e r v i e w ,   u p l o a d e d ,   e x p o r t e d    
  • 17. W o r k s h o p   2 :   A u d i o   M u s i c   M e m o i r  
  • 18. W o r k s h o p   2 :   A u d i o   M u s i c   M e m o i r   N a m e :   S o u n d t r a c k   t o   M y   L i f e     D i g i t a l   S k i l l :   M u l > -­‐ t r a c k   e d i > n g ,   l a y e r i n g / e d i > n g   a u d i o   t o   c r e a t e   a t m o s p h e r e   w i t h   s o u n d .     W r i 0 n g   S k i l l :   S e S n g     G o a l :   P r o d u c e   a   p i e c e   o f   s c r i p t e d   a u d i o   t h a t   u s e s   m u s i c   a s   a n   i m p o r t a n t   e l e m e n t   i n   m e m o r y   a n d   s e S n g .  
  • 19. W o r k s h o p   3 :   A u d i o   S l a m   P o e t r y  
  • 20. W o r k s h o p   3 :   A u d i o   S l a m   P o e t r y   N a m e :   R h y t h m   a n d   V o i c e     D i g i t a l   S k i l l :   A u d i o   c l e a n i n g ,   p u b l i s h i n g   t o   W o r d p r e s s   a n d   S o u n d C l o u d .     W r i 0 n g   S k i l l :   R h y t h m     G o a l :   T o   w r i t e ,   p e r f o r m   a n d   r e c o r d   p a r t   o f   a   s p o k e n   w o r k   p o e m .  
  • 21. W h a t   w o r k e d :   G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .  
  • 22. W h a t   w o r k e d :   G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .   C h a l l e n g e :   T o o   m u c h   m a t e r i a l ,   n o t   e n o u g h   t e a c h i n g   > m e .  
  • 23. W h a t   w o r k e d :   G i v i n g   y o u t h   o p > o n s   f o r   w h a t   t h e y   c o u l d   c r e a t e .   C h a l l e n g e :   T o o   m u c h   m a t e r i a l ,   n o t   e n o u g h   t e a c h i n g   > m e .   S o l u 0 o n :   S h o r t   t e r m :   l a b   h o u r s   L o n g   t e r m :   l a b   h o u r s   a s   t e a c h i n g   s e s s i o n s  
  • 24. C h a l l e n g e   2 :   S h a r i n g   o u r   w o r k   w i t h i n   t h e   G W N   w e b s i t e .   S o l u 0 o n :   S h o r t   t e r m :   b a c k e n d   p o r W o l i o   p a g e s   o n   W o r d P r e s s   ( p r i v a t e )   L o n g   t e r m :   D i g i t a l   E x h i b i > o n ,   o t h e r   p u b l i c   p o r W o l i o   i d e a s ?  
  • 25. L i n k s !     B l o g   P o s t s :   A u d i o   S l a m   P o e t r y   A u d i o   M u s i c   M e m o i r   ( a n d   o n   F l i c k r )   O r i e n t a 0 o n   M e n t o r   T r a i n i n g    
  • 26. TFI/The Lamp Rikers Island Media Lab 2014 Classroom Work The following represents sample curricula and some of the work created during the fall 2013 Rikers Island Media Lab. The students initially listened to and examined the music and lyrics to three different versions to “If I Ruled the World” as performed by Tony Benett, Kool Herc, and Nas. They then created their own versions of “If I Ruled the World” the results of which are below.
  • 27. Three versions of If I ruled the world: (30 min) What does it mean to “rule the world”? We will examine this concept by listening to and deconstructing the following three songs: Tony Bennett (1965) http://www.youtube.com/watch?v=5NewYCbpfbw DJ Kool Herc (1980’s) http://www.youtube.com/watch?v=xq-jANkqpQo&list=PL0548970E7F66BC4E&index=3 Nas (1996) http://www.youtube.com/watch?v=NW55FRXlPEs As you listen to the songs, consider the following and jot down anything that comes to mind: · What is the song about? · What is the singer trying to say through his lyrics? · What kind of world does each singer live in? · Why do you think they choose to perform these particular songs? · How does listening to the song make you feel? Group discussion and feedback (10 min)
  • 28. Body/Mind Map: (30 min) Using the Body/Mind Mapping handout, consider the past experiences that have influenced you and impacted your life. In looking toward the future, how do you think these experiences will influence the way you view the world? How will they shape what you ultimately want for yourself, for your community? Once you have completed the handout, we will all share ours with the rest of the class. Share out (10 min) If we ruled the world… (30 min) Taking a cue from the previous class discussion, and your mapping handout, consider the following: · What would you do if you ruled the world? · What would you change? Why? · How would things be different, better? · How would your neighborhood and your community be improved/different? Take 10 – 15 minutes to write your own version of the song. You are free to experiment with the form and create a poem, rap, free write, list, etc.
  • 29. https://soundcloud.com/ftelegra/if-i-ruled-theworld-precious https://soundcloud.com/ftelegra/if-i-ruled-theworld-brandi

×