In lieu of the image/sound pairing production project the final assignment will require the student to write a formal statement describing the theme, and formal considerations of his or her picture project and sound project—two statements in sum. These statements should be approximately 250 words each, typed and double-spaced and be concerned with explaining the choices of visual materials or sound elements and their design, as per the original assignment criteria.
Due date December 5/6.
Friday, November 23, 2007
Wednesday, October 31, 2007
sound artists + events
Ubu Sound Sources
Golan Levin
Golan Levin ~ Telesymphony @ Fondation Daniel Langlois
Silophone
Silophone on youtube
Laurie Anderson
O Superman on Youtube
Language is a Virus on Youtube
John Oswald
Mike Vargas
clips
Janet Cardiff + Georges Bures Miller
Steve Reich
different trains
Marion van der Zon
Andra McCartney
Hildegard Westerkamp
Christof Migone ~ clips
Golan Levin
Golan Levin ~ Telesymphony @ Fondation Daniel Langlois
Silophone
Silophone on youtube
Laurie Anderson
O Superman on Youtube
Language is a Virus on Youtube
John Oswald
Mike Vargas
clips
Janet Cardiff + Georges Bures Miller
Steve Reich
different trains
Marion van der Zon
Andra McCartney
Hildegard Westerkamp
Christof Migone ~ clips
Thursday, October 25, 2007
revised assignments: descriptions, due dates, values
Old assignment description + grade breakdown
1 picture archive— using a collection of found, visual imagery describe a subject (person/place/thing) considering the time and space within which they live or it exists (20%)
2 sound archive—mixed tape communicating social and/or political values (answering machine, voice-mail, cell, tape/cd…) include voice or not (20%)
3 research project—on an influential visual or recording artist (20%)
4 blog—image, sound + text components (25%)
NEW ASSIGNMENT DESCRIPTIONS....
1 sound archive—using recording medium of choice(answering machine, voice-mail, cell, Internet download) each student is responsible for the collection of sounds that heard together communicate coherent ideas or values—be it personal, aesthetic, or social/political: the collection can include voice elements but not traditional musical sources. Students are responsible for finding, selecting and mastering the recording technology used and finding a means to present it to the class and to me. As with the panoramic picture project, students should consider the organization of the sound elements and their formal characteristics—consider amplitude, direction, timbre, pitch, duration. (20% ~ Due November 15/16)
2 research project—on an influential sound artist (20% ~ Due November 21/22)
working in teams of three or four, students are required to conduct research on a sound artist or event (from the list attached to the next post) of common interest to the group and present the results of the research to the class. research efforts should be concerned with describing artistic intentions and processes, analyzing and interpreting key stylistic characteristics and discussing the production and distribution context within which the artist has produced his or her work or the event has emerged (historically specific movement, collective activity, technologically oriented experimentation). Research tasks should be evenly distributed. Each member of the group should demonstrate that they have gleaned a basic knowledge of the subject of their group’s research and then take responsibility for presenting a specific aspect of the research (i.e. intentions, processes, style, production context) on the artist or movement (as indicated above). Unless directly relevant to the sound experimentation, keep biographical information to a minimum. Each group participant must augment his or her verbal presentation with a sound clip of no more than five minutes in length. Each individual presentation should be between 5 and 10 minutes long
3 image/sound pairing: choose two images and two sounds and pair them expressively—formal experimentation and innovation is required. Once again, consider the concrete features of the sources as they express ideas and values (25% ~ Production in class November 28/29/ Final Presentation December 5/6))
*production class t.b.c.
1 picture archive— using a collection of found, visual imagery describe a subject (person/place/thing) considering the time and space within which they live or it exists (20%)
2 sound archive—mixed tape communicating social and/or political values (answering machine, voice-mail, cell, tape/cd…) include voice or not (20%)
3 research project—on an influential visual or recording artist (20%)
4 blog—image, sound + text components (25%)
NEW ASSIGNMENT DESCRIPTIONS....
1 sound archive—using recording medium of choice(answering machine, voice-mail, cell, Internet download) each student is responsible for the collection of sounds that heard together communicate coherent ideas or values—be it personal, aesthetic, or social/political: the collection can include voice elements but not traditional musical sources. Students are responsible for finding, selecting and mastering the recording technology used and finding a means to present it to the class and to me. As with the panoramic picture project, students should consider the organization of the sound elements and their formal characteristics—consider amplitude, direction, timbre, pitch, duration. (20% ~ Due November 15/16)
2 research project—on an influential sound artist (20% ~ Due November 21/22)
working in teams of three or four, students are required to conduct research on a sound artist or event (from the list attached to the next post) of common interest to the group and present the results of the research to the class. research efforts should be concerned with describing artistic intentions and processes, analyzing and interpreting key stylistic characteristics and discussing the production and distribution context within which the artist has produced his or her work or the event has emerged (historically specific movement, collective activity, technologically oriented experimentation). Research tasks should be evenly distributed. Each member of the group should demonstrate that they have gleaned a basic knowledge of the subject of their group’s research and then take responsibility for presenting a specific aspect of the research (i.e. intentions, processes, style, production context) on the artist or movement (as indicated above). Unless directly relevant to the sound experimentation, keep biographical information to a minimum. Each group participant must augment his or her verbal presentation with a sound clip of no more than five minutes in length. Each individual presentation should be between 5 and 10 minutes long
3 image/sound pairing: choose two images and two sounds and pair them expressively—formal experimentation and innovation is required. Once again, consider the concrete features of the sources as they express ideas and values (25% ~ Production in class November 28/29/ Final Presentation December 5/6))
*production class t.b.c.
Saturday, October 13, 2007
october 17 + 18 - production of panoramic portraits in 3b 6
bring your pictures on disk or ready to scan
Sunday, October 7, 2007
october 11 + 12 this week 'wednesday is a monday' ~ thursday class is a FIELD TRIP
No Wednesday class this week.
Next week OCTOBER 17 + 18, both classes will meet in Lab 3B1 to complete the panoramic portrait assignment See the description in the margin of the blog for more information, keeping in mind that the assignment has changed in form (now it will be produced digitally so no need to use the photocopier) and content, now allowing for a broader range of subject matter (besides yourself, you can feature another person, place or thing). Bring your images, digitalized or ready to scan to that class. Also, if you have a a keychain harddrive, please bring that along as well so you can transport images from the scanning computers to your own. Some examples of panoramic portraits (some of these links are not completed yet, be patient).
On October 11, the Thursday group will go on a field trip to Parisian Laundry, 3550 St. Antoine West. We will meet there at 3:00. In preparation please check the Le Mois de la Photo link for contextual information on the exhibition.
Next week OCTOBER 17 + 18, both classes will meet in Lab 3B1 to complete the panoramic portrait assignment See the description in the margin of the blog for more information, keeping in mind that the assignment has changed in form (now it will be produced digitally so no need to use the photocopier) and content, now allowing for a broader range of subject matter (besides yourself, you can feature another person, place or thing). Bring your images, digitalized or ready to scan to that class. Also, if you have a a keychain harddrive, please bring that along as well so you can transport images from the scanning computers to your own. Some examples of panoramic portraits (some of these links are not completed yet, be patient).
On October 11, the Thursday group will go on a field trip to Parisian Laundry, 3550 St. Antoine West. We will meet there at 3:00. In preparation please check the Le Mois de la Photo link for contextual information on the exhibition.
Friday, September 28, 2007
Wednesday, September 19, 2007
september 19/20 image + ideology:advertising
Discussion of John Berger's "Publicity" from Ways of Seeing
Advertising Promises + the Future
Explain and discuss the following statement:
“The publicity image belongs to the moment. We see it as we turn a page, as we turn a corner, as a vehicle passes us. Or, we see it on a television screen while waiting for the commercial break to end. Publicity images also belong to the moment in the sense that they must be continually renewed and made-up-date. Yet, they never speak of the present. Often they refer to the past and always they speak of the future.”
Berger states the following: “Within publicity choices are offered between this cream and that cream, that car or this car but publicity as a system only makes a single proposal.” What is the proposal that he refers to and how is this proposal made?
Berger also argues that: “publicity is about social relations, not objects.” What does he mean?
Publicity + Oil Paintings
Explain and discuss the following statement:
“Publicity is the culture of the consumer society. It propagates through images that society's belief in itself. There are several reasons why these images use the language of oil painting.
Oil painting, before it was anything else, was a celebration of private property. As an art-form it derived from the principle that you are what you have. It is a mistake to think of publicity supplanting the visual art of post-Renaissance Europe; it is the last moribund form of that art.”
Money, Sex + Glamour
Discuss the following statements:
“All publicity works upon anxiety. The sum of everything is money, to get money is to overcome anxiety. Alternatively the anxiety on which publicity plays is the fear that having nothing you will be nothing. Money is life. Not in the sense that without money you starve. Not in the sense that capital gives one class power over the entire lives of another class. But in the sense that money is the token of, and the key to, every human capacity. The power to spend money is the power to live. According to the legends of publicity, those who lack the power to spend money become literally faceless. Those who have the power become loveable.”
“Glamour cannot exist without personal social envy being a common and widespread emotion.” How is social envy is generated in contemporary life. What social conditions exist in order for envy and glamour to arise?
Democracy + Philosophy
“Publicity turns consumption into a substitute for democracy. The choice of what one eats (or wears or drives) takes the place of significant political choice. Publicity helps to mask and compensate for all that is undemocratic within society. And it also masks what is happening in the rest of the world. Publicity adds up to a kind of philosophical system. It explains everything in its own terms. ” Discuss what Berger means by this statement.
Screening: The Ad + the Ego or Killing Us Softly III
Advertising Promises + the Future
Explain and discuss the following statement:
“The publicity image belongs to the moment. We see it as we turn a page, as we turn a corner, as a vehicle passes us. Or, we see it on a television screen while waiting for the commercial break to end. Publicity images also belong to the moment in the sense that they must be continually renewed and made-up-date. Yet, they never speak of the present. Often they refer to the past and always they speak of the future.”
Berger states the following: “Within publicity choices are offered between this cream and that cream, that car or this car but publicity as a system only makes a single proposal.” What is the proposal that he refers to and how is this proposal made?
Berger also argues that: “publicity is about social relations, not objects.” What does he mean?
Publicity + Oil Paintings
Explain and discuss the following statement:
“Publicity is the culture of the consumer society. It propagates through images that society's belief in itself. There are several reasons why these images use the language of oil painting.
Oil painting, before it was anything else, was a celebration of private property. As an art-form it derived from the principle that you are what you have. It is a mistake to think of publicity supplanting the visual art of post-Renaissance Europe; it is the last moribund form of that art.”
Money, Sex + Glamour
Discuss the following statements:
“All publicity works upon anxiety. The sum of everything is money, to get money is to overcome anxiety. Alternatively the anxiety on which publicity plays is the fear that having nothing you will be nothing. Money is life. Not in the sense that without money you starve. Not in the sense that capital gives one class power over the entire lives of another class. But in the sense that money is the token of, and the key to, every human capacity. The power to spend money is the power to live. According to the legends of publicity, those who lack the power to spend money become literally faceless. Those who have the power become loveable.”
“Glamour cannot exist without personal social envy being a common and widespread emotion.” How is social envy is generated in contemporary life. What social conditions exist in order for envy and glamour to arise?
Democracy + Philosophy
“Publicity turns consumption into a substitute for democracy. The choice of what one eats (or wears or drives) takes the place of significant political choice. Publicity helps to mask and compensate for all that is undemocratic within society. And it also masks what is happening in the rest of the world. Publicity adds up to a kind of philosophical system. It explains everything in its own terms. ” Discuss what Berger means by this statement.
Screening: The Ad + the Ego or Killing Us Softly III
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