Project 2 Self Assessment

Project 2 involved using digital tools in the public space to create an artwork that could be experienced “in passing.” We first engaged with these concepts when we were asked to read a Krisna Murti article discussing the production and reception of digital art in the public sphere. The article discussed the impact that the new media had on the people of Indonesia, and evaluated how it could shed light on the ways in which we receive the new media within our own culture. From the article, I was able to glean the ways in which new media can be used as a vehicle of expression within our society. Following our discussion of the impact of new media, we were asked to research artists who have used the public space and digital tools as a means for expression. Although I was able to find many artists utilizing these tools in creative ways, the main inspiration for this project came from the Dada movement.

The Dada movement, often considered an anti-art movement, occurred in response to adversity felt by citizens in the wake of WWI and the totally apathy of the bourgeois. The movement emerged in Zurich, Switzerland, with the Cabaret Voltaire, where the unsuspecting affluent community was shaken up with outrageous and satirical performance art, poetry and music. Typically, young, well-to-do Swiss citizens attended cabarets to hear swanky music about sex, and to drink and socialize with others like them. The artists of the dada movement completely flipped the script, questioning the apathy of these well-to-do citizens, regarding the economic depression occurring all around them. They used a popular form of art, and turned it against itself to subvert the audience’s expectations. In this way, the artist of the Dada movement successfully used art in the public space to address the audience and the social concerns these artists felt they needed to address. The work of these artists became my main inspiration for project 2.

            As we developed our individual ideas, we formed collaborative groups to share the projectors available. This initial formation allowed us to bounce ideas off other students and discover where we overlapped conceptually. We had the choice of pursuing our own individual projects or working together to create a more elaborate project together. Each member of my group approached the project from a unique perspective and they each brought different ideas and interests to the table. This initial process taught me a lot about the dynamics of collaboration, and democratic workflow. It was also a great way to add depth to the project that I would not have initially predicted. I enjoyed the exercise of keeping the project as open-ended as possible as well as the exercise of trying to stitch seemingly unrelated elements together. However, as project ideas developed, we realized we could more effectively address our own ideas by splitting up. We all had different technical interests that were difficult to put together. Hence, the collaboration became something of a triptych, where each of us addressed separate content that led back in some way to a common theme.  Jeff and Alexia focused on filming and editing video projects which both addressed the different styles of martial arts, where as I explored possibilities of performance art hoping to address the manipulative rhetoric of political debate. In each case, there was a central theme of combat, game, and competition.

As we moved into this stage of the project, we created structured objectives to complete and began to organize the project as a whole: choosing a location and a registering surface for the projector, thinking about obstacles like power sources, and foot traffic. At this point, I began to think about elements of performance: characters, props, dialogue, message, etc. I also began to employ interested actors, discussing, with the well-versed theatre majors, aspects of the performance that would strengthen the piece. These students were also knowledgeable about Dada, which helped further the solidification of my ideas. Although the project had its foundation in digital tools, most of the time I spent in the arrangement of my performance project involved coordinating with others and gathering supplies from different school departments as well as craft stores. I had to build props like the hats, staffs, and podiums in addition to generating imagery editing appropriated footage in final cut for the background. I also needed to work through electronic logistics for the speakers, lights, microphones, etc.

One large obstacle, which was distinct for this project, was the construction of a paper screen for reverse projection. We spent a fair amount of time and energy determining just how the screen would function and what materials would work the best. I had a very hard time delegating these tasks to my other group members due to schedule conflicts and divided interest, so I was forced to take the reigns and make sure it got done. When it came time to set up, we found that the wind would not allow us to create such a screen, so we quickly found a way to project onto paper covered windows inside. This was a huge bump in the road, one that could have been avoided with more thought. This was a part of collaboration that became difficult. Fortunately, the altered project seemed to function effectively, even with the last minute change. 

I think I was highly effective at juggling many balls for project 2. I was able to work through a many different kinds of obstacles, while maintaining structure and organization, as not to bite off more than I could chew in any specific element of the project. This was an exercise of balance and focus. One area that could have made the project more effective was concrete planning. I tackled each aspect of the project working from a list in my head. If I had done so initially on paper, I could have foreseen some other obstacles from the start.

Overall, the finished product functioned well, and I received many compliments for the high production value and intricacy of my project. This, in their opinion, set my project apart from the others exhibited that night. The visuals and sound worked together to effectively communicate my message, and in doing so, created the vertigo of rhythm and tone that I intended. I enjoyed the comical element that resulted in the finished product, as well as the initial shock factor that a performance art piece can employ. All of the elements smoothly worked together in the end, and the project looked resolved (as opposed to looking like a student project held together with duct tape and bubble gum, which in some senses, that’s exactly what it was).

The final outcome was one that I feel I can be proud of, and if I had to grade myself, I would confidently give myself an “A”(not to be arrogant, as there are always things that could have been improved.  I really enjoyed the process as a whole, regardless of some stressful moments, and I felt that I took the project as far as I could with the time, energy, and resources allotted. I am proud that I used the project to explore new areas of art and creative collaboration. I was able to learn about the work styles of others, and myself, while experiencing the dynamics of organizing an art project across many mediums. I received recognition from several viewers, which gave me confidence and enthusiasm for future projects.