May 11th, 2008
Class 7
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Frameworks for Interactive Sound
October 3rd, 2007
Project #2: Luddites vs. Futurists
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By: Dave Gordon & Jeremy Rotsztain
Click Icon for audio —- Click Icon for audio —- Click Icon for audio
Explanation: For our exploded comic, we constructed a fictional battle between the Luddites and the Futurists. A giant Futurist head wearing a hat that functioned as a surveillance mechanism, a communication system (with a loudspeaker), and an advertising billboard recited excerpts from the Futurist Manifesto of the Hat.
Upon completion of the manifesto, a group of Luddites (represented by shoes) began singing The Triumph of Ge
neral Ludd, an old Luddite fighting song.
After their battle cry, the group attacked the piñata/hat with sticks, attempting to destroy it entirely. When the head was broken in, it fed the crowd with money, drug paraphernalia and technology to keep them satisfied.
Concept: Based on the origin of the word sabotage (to destroy with the use of shoes), we placed the Luddites, the anti-technological movement from Britain in the 19th century, against the Futurists, the Italian art movement that glorified the speed of technology. The Luddites were represented by shoes (hinting at the workers), while the Futurists were represented by hats (an object of the ruling class).
Construction & Technical Setup: The piñata head was constructed out of paper mâché. It was filled with oversized dollar bills, opium pipes, mood rings, and camera shaped flashlights. Its mouth was made using a speaker container and its eyes were made using elements taken from a magazine. The dynamically shaped hat was made from styrofoam and covered with dollar bills. Its top section was covered with advertisements. A small speaker was embedded inside the brim and a small video camera was mounted on the front of the hat (the images from the camera were transmitted to the base of the pedestal on which the hat lay). The shoes were placed on top of 6 speakers, which acted as pedestals. A computer running Max/MSP sent the sound to the 6 speakers and wirelessly to the microphone embedded in the hat. The music, based on a score found on the web, was transcribed and produced into a song using Garage Band; the lyrics were sung by ITP student David Overholt.
Criticisms and Improvements: (1) The overall timing of events could have been better coordinated. The paper shoes and sticks were handed out too early in the performance for the class to recognize their use and relevance. If we would have waited until after the Luddite song began playing, then the meaning of the stick and paper shoes would have been clearer. Additionally, we should have found a different arrangement for taking turns at hitting the piñata. (2) The Luddite song inscribed on the paper shoes was illegible to many of the readers. The handwriting could have more strongly represented the dominant style of the time. (3) The concept of Sabotage (specifically the relation to the shoes) was not properly conveyed to the class. (4) The hat broke before the head was destroyed. (5) The roles of the creators during the performance were not properly defined and clear.
September 24th, 2007
Memory Map - Interactive Screens and Cinematic Objects
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For the memory map peace I chose to record my memories of struggling to get into classes at ITP. Embedded in a performance art piece the process of creating the map was perhaps more important than the map itself.
To give some background in each of the three semesters that I’ve been at ITP has struggled to get to classes and this is an experience which many other students share. In the fall of 06 the mandatory courses for new students filled across the board forcing many students including myself on to wait lists for classes they had to take. Eventually the student limit for all mandatory courses was raised but not before causing much unnecessary anxiety. In the spring semester of 06 I was unable to get into one of the course I wanted despite going to classes and ended up dropping the course I took to replace it leaving me short of credits. This semester I got all four courses that I wanted but one of them was canceled on August 30 after the first years had signed up for classes. This put me at the bottom of the wait list despite being a second-year student. In one week I went to eight classes and finally found one that I both liked and was open. On 9/11 during the second meeting of the class it was also canceled. This once again threw me on to the wait list only now all the classes had met once and most twice in their only four or five which were still open. There was one class which I did want but I was ninth on the wait list for it.
My memory map was created while I sacked or lay on the floor of ITP’s entrance hall next to the wooden mirror. I was dressed as a homeless man and set on and among cardboard boxes which I hadassembled for the occasion. Propped up next to me was a sign which read
Will Work
For Credit!!!
1st class cansaled 4/30
Replacement class cansaled
9/11
NOW 9 on Wait List
Pleas Help
Same Shit every semester
I sat on the floor, with occasional short breaks, from 11 in the morning till three in the afternoon. I spent much of that time making my memory map on the side of a cardboard box. I also used small digital video cameras to record the event from three positions, head-on, from the side at ground level, and directly down from above. The latter camera was focused on the map while I made it. (Eventually I hope to construct a video piece from this footage and when I do I will include in my blog.)
My intention was to dramatically and humorously highlight the inadequacies of ITP’s registration system through performance art and the memory map itself. I further hoped that by employing humor and by confining my performance to ITP, as opposed to the building lobby or another more public venue, my performance would be constructive rather than antagonistic.
At 3:30 p.m. I had a class for which I was waitlisted ninth. To my great surprise I was able to get into the class. This had little to do with my performance as the teacher simply expanded the class limit from 16 to 20 students. It was however a happy ending.
I will likely never know if my performance was successful prolifically except in the unlikely event that an administrator tells me so. At this point I don’t even know if the administration is aware of my performance. During the performance foot traffic seemed very low and many people ignored me as though I were a real homeless person. This was disappointing at the time and I was inclined to think my project was less successful artistically than I had hoped. Since then I’ve come to change my mind both because of the critique in class and because of comments made by students outside of class.
I believe that the memory map functions as an effective bridge to the original performance. In combination with the sign and video footage the observer gains a good sense of what it was like to be there. The map also goes beyond the performance in that it gives anyone who chooses to read it a more nuanced understanding of my experience trying to register for classes then they could have gained by simply passing by my performance. Dust the memory map is a map both to the memory of trying to find classes and to the memory of the performance.
As for things I might do differently if I were to repeat this project, I would’ve liked to have had a better costume. I also would like to use cameras with sufficient battery life and memory to cover the entire four hours of the performance. Finally I would like to have performed the peace on the sidewalk in front of the building ITP is in. I think this would have made the performance much more interesting to observe as well is to do. It would also have create significant technical challenges and might half require a crew to take care of the cameras.
September 12th, 2007
Hello world!
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Welcome to itp.nyu.edu. This is your first post. Edit or delete it, then start blogging!
