“Imagine a 3-mile-long elevated linear park and trail running through the heart of Chicago, connecting neighborhoods, the river, and Chicago’s great park system.” Its time has come.

“Imagine a 3-mile-long elevated linear park and trail running through the heart of Chicago, connecting neighborhoods, the river, and Chicago’s great park system.” Its time has come.
“Design education must, by its nature, dig below the surface, and must at the outset be more concerned to clarify intentions than to get results. If it is sensible to see learning and understanding as rooted in the continuum of life, it may be that a really useful introductory course will only show its value in the full context of subsequent experience; i.e. several years afterwards. Conversely, an education that concentrates on short-term results may give a misleading sense of achievement and fail to provide an adequate foundation for subsequent growth. This is a thorny problem, because under the pressurized and success-conscious conditions in which we live, students are naturally anxious to prove themselves as rapidly as possible (to themselves and their contemporaries and teachers). Something as intangible as the gowth of understanding may seem a poor substitute for the almost measurable achievement marked by a high output of design projects, however specious or thinly considered such projects may be.”
In my dream on Friday night/Saturday morning, a student at the huge school (from H’s roster, not mine; sort of like Kayleigh, but more reserved) asked to be allowed to “straighten up” the facilities during one of my classes. I said OK, and she disappeared into the dark. When she was (photo-) finished, she showed me what she had accomplished, laid out for display on the film prep table. Small items were sorted; there was a row of eight-ounce containers, each labeled “B,” and after I asked a few questions about them, I came to understand that she had pre-diluted some sodium sulfite. The rest of the work surface was filled with 8×10 paper distributed into 25-sheet boxes, stacked neatly. One package was shy a couple of sheets, she told me, and the last four boxes had no top piece (but the black bags were sealed).
Here is a terrific document, unearthed by Ms H. the other day. When you click on these images, they are close to actual size on your laptop screen.
Physiography! Caesar! Shorthand! Civics! (I maintain that Civics should return to the curriculum.) I don’t know what enrollment was, but it had to be under 50 students: the town population was around 1750.
For perspective, consider that Armistice Day, occurring at the eleventh hour of the eleventh day of the eleventh month to mark the end of “the war to end all wars,” had yet to occur.
As Wikipedia would say: “Citation needed.”
What’s missing from the curriculum? (Hint: it begins with “A”).
It’s been a while since we’ve addressed the rostromedial prefrontal cortex. This time it’s own fault: I drew attention to Lou Carter on Friday, in third hour. (At least it’s somewhat picture-related.)
http://www.youtube.com/watch?v=rnAEawgg02g
This is an example of a human biocomputer’s file that should be put on the “to be deleted” list in order to make room for newer, more useful stuff. Of course, the only reliable way to nudge this along is to replace it with something worse. Here’s a suggestion: http://www.youtube.com/watch?v=FC96LE9KhIU
Congratulations to next year’s new members of the
Advanced Placement 2-D Design class:
Emma Felice!
Kendall Free!
Madeline Gustafson!
Eric Haufschild!
Lindsey Lambert!
Ellie Lauderback!
Marissa Miller!
Alicia Parrish!
Maggie Quinn!
Eliot W. Raymond!
Caroline Reynolds!
Palak Shah!
Megan E. Spiess!
Michelle A. Stevens!
Kelsey Vogt!
Emily Watkins!
They join returning artists Bianca Adams, McCall Braun, Claudia Nielsen, and Maggie Ziolkowski. Welcome in!