stephanie syjuco




> Neutral Calibration Studies (Ornament + Crime)
> Neutral Orchids
> Cargo Cults
> Money Factory (An Economic Reality Game)
> Empire Gardens
> Hecho en Cuba (Made in Cuba)
> Artificial Currencies
> Dazzle Camouflage at Workshop Residence
> Public Pedagogy
> Market Forces
> American Rubble (Lancaster Avenue)
> The Fabricators (Tbilisi Edition)
> This is Not the Berlin Wall
> Dirty Works
> Copystand Books (Kronika Edition)
> Dazzle Camouflage Projects
> Cascadian Pattern Collapse
> Modern Ruins (Popular Cannibals)
> Re-Mediation Lab
> Afghanicraftistan
> Empire/Other
> Ultimate Fabrication Challenge (Fauxrijuana)
> The Precariat (Material Witnesses)
> Cargo Cults: Object Agents
> Neutral Displays (Small Dilemmas)
> Ultimate Vision (Dazzle Camouflage)
> Ornament and Crime (Villa Savoye)
> Speculative Propositions
> Excess Capital
> FREE TEXTS: An Open Source Reading Room
> The International Orange Commemorative Store (A Proposition)
> Phantoms (H_RT F D_RKN_SS)
> Pattern Migration
> Shadowshop
> Learning to Love You (All)
> Particulate Matter: Things, Thingys, Thingies
> notMOMA
> COPYSTAND: An Autonomous Manufacturing Zone
> Custom Transitional Utility Object (Morris Mover)
> Temporal Aggregate (Borrowed Beuys)
> Anti-Factory Bristol
> Towards a New Theory of Color Reading
> The Berlin Wall
> Counterfeit Crochet Project (Critique of a Political Economy)

Black Markets 
Self Constructions 









Public Pedagogy

Collaboratively-sourced database as Google spreadsheet and Tumblr site

PUBLIC PEDAGOGY is a database of syllabi meant as a public resource for those of us that develop and teach coursework in fine arts at the college level. Knowing that many work as temporary lecturers and precarious adjuncts, the creation of syllabi for a myriad of art topics can be a grueling and time-consuming endeavor – like constantly starting from scratch. Rather than treat this specialized work as something to be guarded and kept away from colleagues, Public Pedagogy invites those that can to add their syllabi and make the knowledge available to other fellow instructors.

It is the hope that this type of collective commoning adds to the richness of each others’ teaching, supports the very ideas we want to promote in terms of pedagogical inquiry and contextual rigor, and creates a common field among us.

==> visit site