Throughlines on the Pedestrian piece

1) In what ways does scale affect perception?

2) How can the context of a piece make it sucessful or hinder it?

3) How much control do artist's choices have on the execution of the piece? For example if spectators choose to be interactive with a piece that isn't meant to be viewed in that way, can it still be considered interactive?

Final Performance "Adaptation"

Lots to think about.. I just fine tuned my idea and feel much better about it thanks to teacher's help. My piece will be performative. It will involve a box, myself, and a projection, possibly spoken word. My concept is adaptation. I think its amazing how humans and other life forms are able to adjust and survive through extreme situations emotionally as well as physically. Often times when one thinks they wouldn't be able to survive through a hardship like the loss of a loved one or an unexpected pregnancy, more often than not, they push through. I was thinking of portraying this idea by using a box just large enough to fit my body into. The box would be a symbol of my personal situation/environment. My being in the box will be my restriction to my environment. There may be a projection on the outside of the box as well as in it. I may enter this space, having the projection onto me showing I am emersed in a situation. I would chose movements/ activities to do within the boxes space. Although it may seem as I should be uncomfortable performing these tasks, I will perform it as though I am functioning normally. My normal seeming reaction to the space will signify how we have to perform a certain identity in every day life. We often put off as though we are more ok than we are in order to function socially. If we cried in public everytime we were upset, people would be really uncomfortable with that instability. And we would probably have no friends. I'm sure there will be changes to come with this proposal. This is the base I have to work off of for now. The next step is to search for imagry that will lead the form.

Presentation in the Rubric

The section of the rubric I would like to focus on is presentation (live/action) The presentation calls for the role of the producer. I consider this section the performative chain of events. This section should run smoothly. The artist should know where the spectators should be to view the piece with clarity. If the piece is interactive, spectators should be directed as what is expected of them so confusion doesn't interfere with the concept's delivery. Concept overlaps the live action of the piece. Effective presentation should help to clarify the concept of the piece.

Identity Project

The word adaptation comes to mind when I think of identity. I'm interested in how humans and living things adapt to situations in order to survive. I was thinking of portraying this in a performative medium. One idea I have specifically is acting out an every day activity such as writing for instance while contorted in a small space such as a box for example. The function of the box would be to shape a confined space. There would be no significance to the actual material of it. The confined space would symbolize the discomfort life has to offer from time to time. Sometimes the weight of life can cramp us but we still have to keep going and appear as comfortable as possible for social purposes. The new media aspect would be involved withe the documentation of it.

Identity comes in many forms. How we identify ourselves can be completely different and often times is than another's interpretation. I was thinking I could have a loop of a projection consisting of images reflecting my own interpretation of myself as well as how I think others percieve me. The images would be projected onto me. I was thinking of also adding spoken word to define the concept further.

playing with Photoshop

This is a metaphor for myself. I'm often in my own little mind space/fantasy throughout the day making it hard for me to focus on "real life".

A Whole New Mind

I think there are certain expectations required for teachers of the Conceptual age. Throughlines are one of them. It's important for these teachers to use such big idea questions to keep thier minds open to more and more questions. Teachers must also be able to notice patterns and relationships between things and also have the ability to identify with the big picture.
My strength senses are empath, play, and symphony. I could use a little work on meaning from time to time. Story and design could definatly use improvement. I definitly agree with his take on the importance of laughter and play. I am a huge fan of both and enjoy the fact that the writer puts so much emphasis on that. I agree with his statement, "When you depend on something else to make you laugh, the laughter doesn't belong to you.
The section on empathy was interesting to me and made me think of the roles of doctors in a new light. Prior to reading this book, it didn't really occure to me that doctors are basically taught to be robotic in the way the retain and recite factual information so much, they may forget they are dealing with actual people. It was a pleasant suprise for me to read his suggestion to easedrop on people and guess what they look like. I have actually done that before and it's really interesting how wrong you can be. I really enjoy that game. I think it's humbling. I enjoyed this book but also got the impression that he hyped up right brainers so much, It gave me the impression he thinks the right brained are "better" than those who use the left. I could be wrong about that but that's just the impression I got. But overall I thought the book had a lot of interesting points. I enjoyed the playful websites he lists througout the book. I tried out the "fake or genuine smile test". I enjoyed it. I got 14 out of 20 correct... not so bad.

MidTerm Lesson "Give Objects Life"

Lesson Title: Give Objects Life Grade level: 7th Teacher: Dolores Cuccovia
Setting: In the Classroom
Time frame: two class periods


Goal: When we put our possessions in a new context and use them in a non-traditional way, they are given a new meaning. The concept of this lesson is to creatively utilize what we carry with us everyday appreciating what we have available to create new definitions of the objects themselves. They will be practicing the idea of making “something out of nothing”.

Objective: Students will learn and practice the meaning of making the most of what they have available to them and learn the basics of stop animation.

Motivation: Students will be shown clips of stop animations involving objects as examples.

Discovery: Children will choose four possessions from their pockets and or backpacks which they will use to create a stop animation with a minimum length of one min to a maximmum of five minuits. Each child will have an animation booth equipped with a digital camera in place, two positioned lights, a computer, drafting table, markers, sharpies, and colored pencils.

Concept Introduction: I as the teacher will be giving a demonstration on a couple of different ways to go about this project. I will first take out my items and create a very short stop animation by shooting stills of the objects gradually grouping together until they form a sculpture. The second demonstration will include a brief sequence of events using the objects within the space. While students begin the process of this project, I will be going to each student ensuring they feel comfortable with the equipment and process.

Concept Application: Students will choose a booth to work in. They will choose four small personal possessions to work with. Examples of objects they may have are key chains, jewelry, pens, cell phones, and or paper. Students will then be asked to write what each object means to them or reminds them of. They will also be asked to make connections between the objects noting similarities in function, aesthetics, and or personal value. They have the option of creating a short story using the information they’ve gathered. This story could be a narrative movement between the objects or simply objects being rearranged within the space in an interesting manner such as a particular pattern. The purpose of the note taking will function as mental practices for the students to help formulate their ideas.

Time Frame: Day 1
Presentation of stop animation clips using objects 10 min
Directions/ explanation of project 5 min
Demonstration on use of equipment and examples of how to do project: 10 min
Students will go to assigned stations 5 min
Students will begin with assignment 15 min

Time Frame: Day 2
Students continue to develop animation 30 min
Critique 15 min can be extended into next day depending on how many students in class

Strategies for Assessment Identified: The finished product will act as proof they successfully fulfilled the activities purpose.

Materials: individualized animation working booths equipped with a camera on tripod, computer and working table. Paper, fabric, and markers will be available for creating background, 4 chosen available possessions.

Evaluation: Each animation will be viewed on a projection in front of the class. After each project is shown, every student will be asked to say one word the animation reminds him or her of. A short discussion will follow. I as the teacher will intervene when necessary posing questions about the work and process.

Possible Projects on Garage Band

Create a short sound piece to fit the mood of a picture of your choice. It could be a photo of family or friends, a special event in your life, or something like a scenic view. This project will give students a chance to in a sense cook with art by taking one medium and transforming it into another. This project causes children to think about the relationship between visuals and sound.

Throughlines on Garage Band

How is music through technology affecting the evolution of our socialism as musicians?

Does knowledge of the way a music piece was created have an effect on how it is interpreted by the listener?

Can sound exist without time or vise versa?