performance unit

EXERCISE G [grapefruit] // assigned 03/04 // due end of class 03/04


EXERCISE H [right object, wrong action] // assigned 03/09 // due 03/16


SELF-DIRECTED PERFORMANCE PROJECT // due/critique 03/18 + 03/30 (sign up for date)

PROJECT DESCRIPTION: Using yourself as your medium, create a performance piece with the subject matter of your choosing, using one of these three categories as your form…

All performances must be performed live during critique in Gallery 199. Everyone will sign up for a critique slot today in class so you can bring in any materials you will need.

Your performance may be a collaborative effort with other members of your class, based on my approval.

In performance, the elements and principles of design are altered. Instead of shape, line, texture, etc. you are dealing in the realm of location, lighting, costuming, props, duration, etc. Pay attention to every detail—the choice of what you wear or how you act are what conveys meaning to your audience. Everything is a tool to communicate!

Although you are using yourself in some way (your body, your voice, etc) your own safety or the safety of others should never be challenged.

AS YOU PLAN YOUR PERFORMANCE, CONSIDER THE FOLLOWING:

  • How can you use your body as a tool for making art?
  • Is your performance scripted or improvised based on outside elements?
  • How do physical elements affect the meaning behind your piece?
  • Do you want your audience to be involved in the performance or to observe from a distance?
  • How do you want your audience to feel? What do you want them to think about?

PROPOSAL // due 03/11

Write a one paragraph proposal outlining your conceptual goals for your self-directed performance and post it to your blog by 03/11 . Set specific goals for the off-site work days and in-class open studios. Tips for proposal writing can be found here.


TIMELINE //

  • Wednesday 03/04 : Performance Unit introduction
  • Wednesday 03/11 : Proposals due (post on blog), off-site work day
  • Wednesday 03/18 : Critique day 1
  • Monday 03/30 : Critique day 2

RELEVANT ARTISTS / LECTURE RECAP: Yoko Ono, Sophie Calle, Francis Alys, Jamie Isenstein

INDEPENDENT RESEARCH: Jacoby Satterwhite, CassilsThe Artist Is Present


[As a reminder, in-class exercises are to experiment with new approaches and may be achieved quickly during class time. Projects are larger in scope and concept-driven, with open studio time devoted to their planning and completion. The emphasis of your production is placed on projects, but exercises are essential to learning.]

exercise G [grapefruit]

After receiving a set of instructions from Yoko Ono’s Grapefruit or Paul Shortt’s Performances for Waiting in Line, perform the actions on campus during class time. Write about your experience of performing the actions and of any public response you observed during your performance on your blog. Also include any applicable documentation (images, videos, drawings, etc.) in your post.

Use this exercise as a warm-up before beginning your Self-Directed Performance Project — push yourself out of your comfort zone and question the parameters of how art is made. Can you make art with your body? Complete as many actions as you have time for in class today.

RESOURCES: Hard copies of Yoko Ono’s Grapefruit or Paul Shortt’s Performances for Waiting in Line available in class.

DUE DATE: Post photos, videos, or a written description of the actions you performed by the end of class today Wednesday 03/04.

intervention unit

EXERCISE C [space map] // assigned 02/03 // due 02/05


EXERCISE D [camouflage] // assigned 02/05 // due 02/10


EXERCISE E [environment as material] // assigned 02/10 // due 02/17


EXERCISE F [virtual installation] // assigned 02/17 // due 02/24


SELF-DIRECTED INTERVENTION PROJECT // due/critique 02/26

PROJECT DESCRIPTION: Create a temporary project in a public location outside of the classroom.

Your project should be unexpected within the location and should conceptually deal with an issue or observation that directly relates to the location or surrounding community. Consider how your action will intervene with your viewer’s everyday experience. Does the surprise of an unexpected artwork bring joy, disrupt the mundane, or raise awareness?

For critique, you may bring in documentation, or take us to a nearby location to view the work.

EXAMPLES: Possible approaches may include, but are not limited to…

  • Sculpture / an art object masquerading as an everyday object (such as a subversive ‘zine placed in a newsstand) or an object left on the street for someone to find
  • Land Art / an “earthwork” responding to the environment and manipulating nature
  • Installation / guerrilla projection of temporary imagery on architecture or landscape or a pop-up installation that transforms the environment
  • Street Art / stencil art, wheat pasting, stickering, magnets (such as manipulating bus stop advertisements)
  • Performance / set the stage for a participatory work or play a subversive role in society

PROPOSAL // due 02/12

Write a one paragraph proposal outlining your conceptual goals for your self-directed installation and post it to your blog by 02/12. Set specific goals for the off-site work days and in-class open studios. Tips for proposal writing can be found here.


TIMELINE //

  • Monday 02/03 : Intervention Unit introduction
  • Wednesday 02/12 : Proposals due (post on blog), off-site work day
  • Wednesday 02/19 : Off-site work day
  • Wednesday 02/26 : Critique day 1
  • Monday 03/02 : Critique day 2

RELEVANT ARTISTS / LECTURE RECAP:  The Yes Men, Barbara Kruger, Jenny HolzerSwoon + Olek, The Case for Land Art, Robert Smithson, Sarah Sze

INDEPENDENT RESEARCH: Google Map Hacks, The Yes Men Are RevoltingExit Through The Gift Shop


[As a reminder, in-class exercises are to experiment with new approaches and may be achieved quickly during class time. Projects are larger in scope and concept-driven, with open studio time devoted to their planning and completion. The emphasis of your production is placed on projects, but exercises are essential to learning.]

exercise F [virtual installation]

Working in small groups, take a mobile projector to a location around campus and create a temporary projection work. Choose a digital image or video from the web and play it from your own laptop or USB drive. The projected imagery should have an impact on the space  and vice-versa—both the space and the imagery should be strengthened by the pairing.

RESOURCES: Jenny Holzer’s Text Projections, Urban Projections’s Light CycleKrzysztof Wodiczko’s Live Projections

DUE DATE : Take a photo or video of this mini-intervention and post it to your blog by next Monday 02/24.

INTERVENTION UNIT REMINDERS :

  • Wednesday 02/19 is our final off-site work day for this project. Use this time to complete your Self-Directed Intervention Project. It is expected that you utilize this regular class time to focus on your project independently. You do not need to visit the classroom on off-site work days and attendance will not be taken.
  • Monday 02/24 is an in-class work day, so come prepared to edit your documentation of your intervention—this could include editing photos, video, or assembling a presentation.
  • Critique for this project is Wednesday 02/26

exercise E [environment as material]

During the remainder of class today (and your off-site work day on Wednesday) visit a place you have never been before in the city—a park, a creek, a store, a cafe, a parking lot, a library, anywhere!

Create three sculptural installations using materials found in your new environment. All three sculptures should be created in this one environment. Consider using color, scale, form or texture as a guiding force in your creation. Think of these as fluid gestures and move elements around unexpectedly until you achieve something interesting (put leaves on top off a car in a particular design, stack rocks on a bench in a precarious way, etc.)

Photograph your three installations from multiple angles and upload them to your blog when you are done.

RESOURCES : Carson Davis Brown’s Megamart Installations, Gabriel Orozco’s Supermarket Photos, Andy Goldsworthy’s Earthworks

DUE DATE : Post photographs of your three installations to your blog by next Monday 02/17. 

INTERVENTION UNIT REMINDERS :

  • Your project proposals for the Self-Directed Intervention Project must be posted to your student blog by Wednesday 02/12.
  • Wednesday 02/12 is an off-site work day. Use this time to visit the location for your Self-Directed Intervention Project and begin your work there. It is expected that you utilize this regular class time to focus on your project independently and have work-in-progress to show when you return to class on Monday 02/17. You do not need to visit the classroom on off-site work days and attendance will not be taken.

exercise D [camouflage]

Use the magnet provided to create an intervention around campus.  You can attach the magnetic backing to a drawing, a digital print, or found object, cut the magnet to size, then stick it to a metal surface. Do some location scouting to find your space (and metal surface) and let that be your guide for your creation — the juxtaposition of the existing space and the object you insert is where the meaning emerges!

RESOURCES:

DUE DATE : Take a photo of this mini-intervention and post it to your blog by next class, Monday 02/10.

exercise C [space map]

Find a space on campus that you have never been before. You must be the only one from your class in this space for this exercise.

1. Find a comfortable seat or place to lean or stand and observe the space for 30 minutes. Resist the urge to look at your phone or talk to anyone. During this time, take note of the following:

  • inhabit the space (walk the perimeter, note ceiling/sky and floor/ground)
  • measure the space (traditional measurements such as inches and feet, or relative measurements such as steps, jumps, body lengths, arms, etc.)
  • listen to the space (record sounds, frequency, tempo, background and foreground noises)
  • touch the space (note temperature, moisture, texture)
  • thoughts in the space (record where your mind wanders, what you think about in the space and how many of these things are unrelated or triggered by something in the space)
  • changes in the space (how has the space changed in 30 minutes, more/less populated, changing activities, light shifts, etc.)
  • notice any other details about the space that define the experience of being there — be creative!

2. Use the data you collect to create a space map. Your map can be a drawing or collage that illustrates the sensory details that someone may not see when they look at the space. Your space map should give viewers a sliver of  what it’s like to “be there.”

RESOURCES : Christian Nold’s BioMappingLaurie Frick’s Walking

DUE DATE : Post your map to your blog by the beginning of next class, Wednesday 02/05.

reading #2

Please read:

  1. an account of Kristin Lucas’ intervention piece “Refresh”
  2. and this excerpt (p. 15-22) from the Making Art textbook about Context

Post two discussion questions to your blog before class on Monday 02/03. You may post two questions total (about both or either reading), focusing your questions on Lucas’ conceptual gesture and the intersection between art and the everyday.