ࡱ> WYVo (bjbj 8P֘zf֘zfy X X 8T=L$t#######$%:(#I"II#0#"""I#"I#""""k "{##0$"(%! ("(""I##1"$IIII(X c: COMM 4/6365 PLACE, COMMUNITY & COMMUNICATION Introduction to the Course In this course we will explore the nonverbal dimensions of place and how our communication in and with places affects the nature of community. Place is something we do with space. Places are invested with meanings, which in turn may become meaningful or meaningless places. Some places even become sacred. Places speak to us. Our individual and collective identities can be understood, in part, to be rooted in places. Where a person comes from is a significant variable in understanding how and what a person communicates. Communities, too, can be identified by where and how they interact with space in forming a place for communal relations. Places and communities affect how people communicate, and how people communicate determines the nature of places and communities. We will approach communication from an ecological perspective with particular emphasis on community as a discursive realm. An ecological perspective of human communication begins with the premise that our propensity for using symbols to manage social order must be understood in the full biocentric context of life-in-place. Human communication affects not only human beings but the entire natural world, as well. Thus the concept of communication environment will not be viewed as a mere setting or backdrop for language use, but will actually encompass the physical and symbolic world of communicative behavior to the extent that communal relations are created, sustained or destroyed. Communication is reciprocal, thus the earth communicates, places communicate. To re-member that mutuality underlines the goals of this course. In working from an understanding of eco-community, we will use the term community to mean a placed people communicating. The interrelationships between place, community and human communication have evolved over time, thus we will need to consider the historical impact of philosophical, social, political, economic and cultural changes as they have affected the communicative development of places and communities. We may have been trained well in thinking about people and communication, but the concept of place, not to mention the nonhuman as Other, will require some good, hard, new thinking. Please be prepared to open and stretch your mind in new directions. Objectives: 1. To explore the relationship of communication to place. 2. To explore the relationship of place to community. 3. To explore the relationship of communication to community. 4. To explore an ecological understanding of human communication. Required Textbooks: [1] Mark Kingwell, Concrete Reveries: Consciousness and the City. NY: Viking, 2008. [2] Aldous Huxley, Island. NY: Perennial, 1962. (any edition will be fine) ASSIGNMENTS [All deadlines are listed in bold on Class Meeting Schedule] Undergraduate Students: 20% Engagement: Absolutely crucial. There are as many ways to be absent as there are to be present. You must be here consistently to learn through engagement. Each absence beyond three unexcused absences will lower your final grade by five points. 15% Autobioethnography (personal narrative) Brief essay exploring the connection between place and identity in personal narrative form (2-4 typewritten & double-spaced pages). 15% PPQ: People-in-Place Question Two-part email correspondence with the class. First, construct and email an intriguing communication question regarding people in place to the class. Second, resend your question along with your answer to it after a period of reflection. Class will vote on best Qs/As. 20% Utopian Essay An imaginative essay concerning an ideal community in place in comparison/contrast to Huxleys description of the utopian society, Pala, in the novel Island. ( 30% Photo Project: Two Options (1) oral presentation: A 5-minute in-class presentation of five photos about place and communication consciousness integrating significant insights from Kingwells book (2) photo essay: typewritten paper integrating five photos about place and communication consciousness integrating insights from Kingwells book (6-8 pages, double-spaced) Graduate Students: 50% Research Paper will replace the above undergrad exam and project. In this paper, you will explore current academic scholarship, mainly within the major and regional communication journals, for ways to extend and amplify our central course constructs of: place, community and communication. You are also strongly encouraged to integrate photos into your paper. 15% Autobioethnography (personal narrative) 2-4 typewritten page essay exploring the connection between place and identity in personal narrative form. 15%. PPQ: People-in-Place emailed question and answer to class. 20% Engagement may include some in-class participation in instruction (to be discussed within the first two weeks of the term). Please read both books, as well. Grading Scale: 90-100=A / 80-89=B / 70-79=C / 60-69=D / below 60=F Meeting Schedule Assignment T 9-1 Orientation to the course R 9-3 Place, community, communicationlinks and overview T 9-8 Identity and the significance of particular places in our lives R 9-10 Nonverbal communication T 9-15 Basic concepts and terms in the study of place R 9-17 America, NYC, Memphis and the legacy of placed experience T 9-22 Communication consciousness Autobioethnography Due R 9-24 Deterioration and destruction T 9-29 Sprawl and displacement R 10-1 Sustaining place and meaning T 10-5 The public, private and community realms R 10-7 Community as a discursive realm T 10-12 Communication environment Email PPQ-1 R 10-14 Ecology and environment T 10-19 --no class / Fall Break R 10-21 The place of economics, politics and education T 10-26 Inside, outside, threshold: The thought of limits R 10-28 Fragmentation and transformation Email PPQ-2 T 11-3 Imagination and design R 11-5 Utopia and social values T 11-10 Community: No man is an island R 11-12 New urbanism T 11-17 Nature, art and sacred space R 11-19 Domestic robots and future possibilities Utopian Essay Due T 11-24 TBA R 11-26 Thanksgiving Break no class T 12-1 TBA Photo Project R 12-3 TBA Photo Project T 12-8 Final discussion R 12-10 --no class / Study Day -- Notes: 1. Specific reading assignments will be made in class at least 2 class periods before scheduled discussion, in class, of the readings in Kingwell and Huxley. 2. Two poems for further course reflection follow. First Poem for Course Reflection The Stranger The place he wanted to tell about lay beyond, lay far. It had no name; it hardly differed from this, but it was apart, and thus deserved our thought. He spoke on. There were bushes he wanted us to see. And the rocks had a certain subdued gleam when the sun came; they were not precious, just different, and other, and odd . . . . A mountain was there that you could not see from here. A stream just smaller than ours bent and made a park where in winter deer and elk spelled out their trails. He spoke on. The world had such special and lost places in it! He shook his head when we offered him a rest. No, no, he would be getting along. Those bushes they had little berries, like salal, to eat, but sour, but . . . . After he left I felt insignificant things: leaf prints on my hands, at my heels the tug of my shadow, the hollow away off there, waiting towns where we almost lived. Source: William Stafford, My Name is William Tell. Lewiston, ID: Confluence, 1996. Second Poem for Course Reflection My Cottage at Deep South Mountain In my middle years I love the Tao and by Deep South Mountain I make my home. When happy I go alone into the mountains. Only I understand this joy. I walk until the water ends, and sit waiting for the hour when clouds rise. If I happen to meet an old woodcutter, I chat with him, laughing and lost to time. Source: Wang Wei, Laughing Lost in the Mountains: Poems of Wang Wei. Barnstone, Barnstone and Haixin, Trans. 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