04.26.12 Team To-Do Lists

Web Team:

PSA--rough cut due by 1:30pm

Interview w/ Emma + Evonne (transcribed and emailed to everyone by noon on Friday)

Tumblr:

• Please make requested changes.
• New posts:

1. from Saturday
2. Fill in the work of the girls (cyanotypes, portraits and sketch book photos)
3. Make a post for each of the teaching artists.
4. A post should be made of the interview with Emma + Evonne (on Friday, once we have transcribed notes)—assign someone to do this on Friday

Georgina-Labeling/creating sets on Flickr

Jasmine-photos from 04.04?

Tanvi/Benze out in Newark photographing cyanotypes and labeling Flickr photos

Print Team:

Post card file to Newark

Cyanotype handouts-final edits- due at 1:30pm

Catalogue-Sections listed out, with team members assigned-at beginning of class

Layouts/designs (with available content) printed out for crit- due at 1:30pm

Printer quotes, with deadline - due at 1:30pm

Exhibition Team:

Wall labels-designed/printed due at 1:30pm

Final design, using actual floor plan- due at 1:30pm

Final blackboard design, with changes- due at 1:30pm

Wall panels with new description/content from Emma due @ 1:30pm

Exhibition title signage, with approval from the team--printed out for review at 1:30pm 

REVISED Schedule for the rest of the semester

Saturday 4/21-Digital Video-2 (MONTCLAIR ART MUSEUM)
Exhib:Sul/Manuela/Nadia
Web: Anais/Adi
Print: Benze/Tanvi

Thursday 4/26-Interviews w/ Emma & Evonne (NEWARK and PARSONS)
Amanda/Aliza/Noah
-in-class work time at Parsons

Saturday 4/28-Digital Video-3 (MONTCLAIR ART MUSEUM)
Exhib: Jessica/Hea-Mi/Mary
Web: Jasmine/Israel
Print: Marvel/Ananya

Thursday 5/3-Exhibition Prep (NEWARK and PARSONS)
Blair/(Amanda)/Anny/Aliza
-in-class work time at Parsons
-Web team crit at the Met 12 noon with documentary team, bring rough cut for feedback

Saturday 5/5-Final Crit, Installation and Opening Reception (NEWARK)
-all students at Gallery Aferro in Newark from 11-5:30 to install
-IB participants arriving at 5:30 for critique, wrap-up, catalogue handout and party
-opening for the public: 7-10pm

Thursday 5/10-Final Class (PARSONS)
-class meets at Parsons from 9-10:30am with Emma and Evonne for wrap-up and screening of PSA

04.19.12 To Do List

• the postcard (with correct info on the back, which I have on the HD for Anny)
• catalogue layouts.--AI files.***
• additional info/ideas/details re: exhibition. Begin materials list (ie paint, with specific colors) the students need, so Evonne can start to collect/set aside.*
• PSA storyboards and some rough cuts (crit on May 3 @ Met)
• Cyanotype hand-out with corrections from markups (I have from Emma)
• Web team to post more images, fill in some content. Create a post re: Saturday.
• Catalogue team onto flickr to start using the images in their mock-ups
• Check in re: flickr...make sure that all photos go up (from individual students' cameras and what's on the drives)

***Two things re: the catalogue:

We need to figure out the printing

We also need to think about the size and if it works for images and text. It's really small what they proposed. Just something to think on/reassess when we have more work from them.

Team Building Research Trips 04.12.12

Print Team:

As a group...

4/12: Visit the Met (we have arranged a discussion with the publications department). What did you take away from their process? What is important/essential for inclusion in any good exhibition catalogue? What is considered unique? Successful? What are some examples of inspirations you take away from this trip, which may or may not be of use for the IB catalogue? Each team member should have a sketchbook entry from the trip.

Web Team:

As a group...

4/12: Take a trip to the Whitney Biennial's WATCH AND LISTEN page and review the biennial videos. Please do a detailed review of the interviews with the artists and curators. Do you gain a good sense of the show and the goals for the Biennial? How do the videos contribute to your understanding of the vision for the Biennial and/or the work exhibited? What do you think works in the interviews? What is not as successful?

Research the documentation and interviews used for this exhibition: FEEDBACK

Not every project in the show has an interview. However, the video interviews (featured on the right side of the project pages) are very well done. Not all of the documentation is that amazing. Please do a detailed review of this exhibition's online archive (from the video and video documentation, to the project arrangement and descriptions, to the overall sense of the exhibition that you are able to glean from this site).

Compare the documentation and interviews above (their styles and functionality in terms of conveying information and process). What can you take away to incorporate into the IB documentation?

Exhibition Team:

As a group...

4/12: Go see the Paper Tiger exhibition at Fales Library (upstairs in Bobst). Survey the exhibition. Take notes on the how the work is presented. Do you come away knowing more about Paper Tiger and its history? Who were they? What did they do? Why? What are the key exhibition elements (videos, photos, journals, posters, etc.)? How is the information about Paper Tiger and its history provided (wall labels, didactic wall panels)? How is the work labeled (what is the content of a wall label)? What are the successful/inspirational elements of the exhibition that you would take away/modify for the IB exhibition? Each team member should have a sketchbook entry from the trip.

Identity Blueprint Schedule for the next 3 Saturdays

04.14.12 Teaching artist Ann Lepore (Gallery Aferro)
Exhib: Piera/Medha
Web: Jasmine/Hong Wei/Georgina
Print: Anny/Val

Student teams will be creating reproductions of paintings in both video and stop-motion formats and making flip-books with down-time.

Technical and material supply needs for the day:

• media projector and speakers
• tripods
• flip cameras
• at least 3 clip lamps,
• 3 extension cords
• and two power strips
• lots of colorful props (fabric, paper, whatever we can get)
• We might also need objects from the paintings: wings, cats, birds, fruit, flowers, etc. As soon as I see the paintings, I'll know more.
• 8.5x 11 or smaller paper
• stapler or binder clips
• pens or charcoal

04.21 Teaching artist Ann Lepore (Montclair Art Museum)
Exhib:Sul/Manuela/Nadia
Web: Anais/Adi
Print: Benze/Tanvi

We will meet at the Montclair Art Museum to do post-production in the computer labs. We may also alternately shoot outdoors at the museum as time permits.

Technical and material supply needs for the day:

• media projector and speakers (probably already in classroom)
• either iMovie or Final Cut Pro " "
• Photosohp or other image editing software
• flip cameras
• tripods
• dvds or portable hard drive(s)
• sharpie magic markers
• solid color paper or fabric for backdrop (to isolate items when shooting outside)
• 8.5x 11 or smaller paper
• stapler or binder clips
• pens or charcoal

04.28 Teaching artist Ann Lepore (Montclair Art Museum)

Exhib: Jessica/Hea-Mi/Mary
Web: Jasmine/Israel
Print: Marvel/Ananya

We will meet at the Montclair Art Museum to do post-production in the computer labs. We may also alternately shoot outdoors at the museum as time permits.

Technical and material supply needs for the day:

• media projector and speakers (probably already in classroom)
• either iMovie or Final Cut Pro " "
• Photosohp or other image editing software
• flip cameras
• tripods
• dvds or portable hard drive(s)
• sharpie magic markers
• solid color paper or fabric for backdrop (to isolate items when shooting outside)
• 8.5x 11 or smaller paper
• stapler or binder clips
• pens or charcoal

Team To-dos for 04.05.12

Print team: Cyanotype hand-out, Other section ideas/layouts, table of contents with content

Web team: Posts for next time, Girls bio pages, storyboard with shoots and editing timeline (who’s doing and when), Thursday out in Newark (who’s going out?)

Exhibition team: Templates filled out to fit this project, layout ideas sketched out, wall label sample, lead wall drawing--Begin to fill in content

Identity Blueprint Lab Schedule (Revised)

Program hours: 11am-4pm

3/3 -Orientation/Portraits-I
All students
Intro exercises (workshop/exhib team)

• Goodie bags
• sketch books/discussion re: using sketchbooks
• Celebrity/get-to-know-you game

‘Get to know you’ Hand-out (Israel)
Lunch-Web Tutorial (web team-Anais)
Portraits I (workshop/exhib team)

Documentation: Someone from each team
Web: Emma
Exhib: Medha
Print: Ananya

3/10 Portraits 2/Newark Museum Trip

**Extra Credit for those who can go**
Maybe: Medha, Ananya, Israel

3/17-Cyanotypes 1

**Extra Credit for those who can go**
Maybe: Mary

3/24-Cyanotypes 2
Exhib: Tim/Allegra-Doc, statements, sketchbooks
Web: Karen/Israel-Get to know girls + doc
Print: Ananya/Jayson
Writing Lesson: Medha> Review with E + E and each team member scheduled for this day

3/31-Cyanotypes 3
Exhib: Blair/Lauren
Web: Noah/Emma
Print: Ana/Su

**4/7 NO WORKSHOP**

4/14 Digital Video-1 (Gallery Aferro)
Exhib: Piera/Medha
Web: Jasmine/Hong Wei/Georgina
Print: Anny/Val

4/19 (or other date TBD)-Interviews with teaching artists
Amanda

4/21-Digital Video-2 (MONTCLAIR ART MUSEUM)
Exhib:Sul/Manuela/Nadia
Web: Anais/Adi
Print: Benze/Tanvi

4/26-Interviews w/ Emma & Evonne
Amanda/Aliza/Noah

4/28-Digital Video-3 (MONTCLAIR ART MUSEUM)
Exhib: Jessica/Hea-Mi/Mary
Web: Jasmine/Israel
Print: Marvel/Ananya

5/3-Exhibition Prep
Blair/(Amanda)/Anny/Aliza

5/5-Final Crit, Installation and Opening Reception
All students
Opening: 6-9pm

Lab-wide Lecture

Tishman Auditorium at 12:45pm
66 West 12th Street



Laboratory Panel Discussion : the New Fashion
April 5th, 2012


About the Panelists:


Nadia Williams
As a graduate of the Parsons BFA Fashion Design department, Nadia began her career designing
for Gap Kids, and freelancing for companies such as Old Navy and Banana Republic. Shortly after,
Nadia moved to Mexico City, where she developed an independent line of clothes and accessories,
which was sold in various cities in Mexico, as well as in Amsterdam and New York. While in
Mexico, Nadia helped establish the nonprofit Fábrica Social, which aims to empower groups of
indigenous female artisans as a result of collaborations that build on traditional artisan processes
with contemporary design techniques.


In addition to continuing these artisan collaborations, Nadia currently explores social justice issues
through her work as an instructor in the Parsons Pre-College Academy and as Interim Director of
the Parsons Scholars Program, which is a college prep program for youth from NYC public schools.
She also explores oral history as a tool to give voice to historically silenced communities, such as
through her current collaboration with the Brooklyn Historical Society as an interviewer for the
project Crossing Borders, Bridging Generations, which explores the history and experiences of
mixed-heritage people and families in Brooklyn.


Timo Rissanen is the Assistant Professor of Fashion Design and Sustainability at Parsons The New
School for Design. His position entails identifying opportunities for implementing sustainability
into the four degree programs in the School of Fashion. Prior to Parsons he taught fashion design
at UTS in Australia for seven years. From 2001 to 2004 he owned and designed for Usvsu, a
menswear label in Sydney, selling to retailers in Australia, Italy and Russia. His PhD project is
titled Fashion Creation Without Fabric Waste Creation and Rissanen presented a collection of
menswear from the project in Bad Dogs, a solo exhibition in Sydney in 2008. In 2009 he co-curated
Fashioning Now in Australia with Alison Gwilt. A book drawing from the project, titled Shaping
Sustainable Fashion, was published by Earthscan in 2011. In 2011 he co-curated Yield, a travelling


exhibition of zero-waste fashion design with Holly McQuillan. Rissanen has presented at several
international conferences and contributed a chapter to Sustainable Fashion. Why Now? in 2008.


Professor Joshua Katcher teaches ethical and sustainable fashion at the Laboratory Institute of
Merchandising (LIM College) in Manhattan. His lectures on ethical fashion have taken him to
Parsons University, Brown University, The American University of Paris, along with many fashion
organizations, conferences and festivals. Katcher’s classroom has become an essential stop-over for
many leading voices in the sustainable fashion world for special guest speakers like Nigel Barker
and John Bartlett. Katcher founded The Discerning Brute as a resource for men who want to make
intelligent decisions concerning their lifestyles. With a focus on “fashion, food & etiquette for the
ethically handsome man”, The Discerning Brute produces expert, essential content and boldly
takes a stand.


Joshua has been getting some notable notoriety for his efforts:
• The Wild Magazine “Katcher is a modern day hero in the making…”
• W Magazine: “Joshua Katcher, the force behind The Discerning Brute”
• Oprah.com: “Vegan superstar Joshua Katcher”
• VegNews Magazine: “Ethical Style Icon”
• Full Frontal Fashion: “…involved in seemingly endless — and ultimately inspiring — projects, is
proof that believing in what you do, and being dedicated to a cause, will get you everywhere”

Use of downtime during IB

Tumblr posts (with girls)
Celebrity game (beginning, lunch, during)
Sketch exercise: maybe animation-related
Portfolio review with the girls
Brainstorm ideas with girls of how to merge ideas of science and art and/or whatever their interests are...for their portraits.
Artist statement: could be sketchbook exercise
Video interviews (in pairs, maybe outside) : What are the questions?
-What has your experience been like in this program?
-How are you using your time in this program?
-What else would you like to be learning?
-If you had the opportunity to run a day of Identity Blueprint...what would you do? teach?
-What does your future look like?
-
-

Travel to Montclair, NJ for 04.14.12 and 04.21.12

Gallery Aferro does not have the facilities and could not find a partner in Newark with a computer lab to hold the stop-animation component of the Identity Blueprint workshop.

Therefore, those participating in the April 14, April 21 or April 28 sessions will be meeting Liz and Norene @ Port Authority to take a bus out to Montclair Museum, where the stop-animation sessions will be held.

Please meet:

(no later than!) 10:30am at the Southwest Corner of 8th Ave. and 42nd Street, which is the Port Authority building.

Either Norene or Liz will be there to greet you, escort you to buy tickets and take the #33 bus to Montclair.

The bus ride takes approximately 35 minutes.

Reminders:

You are not to take this trip yourselves. -If you do not arrive by 10:30am, it will be counted as an absence and we will leave without you.

Please bring your lunch, because we are not sure what will be available to you once in Montclair.

Proposed Working Artist Questions

Name:

1.     Where are you from originally?

2.     Where did you get your college education?

3.     What did you study?

4.     What is your expertise?

5.     How did you get involved with Identity Blueprint?

6.     Do you enjoy working with the girls at Identity Blueprint?

Proposed Artist’s Statement Lesson Strategy

Week 1
--Pose a question: “What is an artist’s statement?”
--Get them to ask themselves some questions:
• “What do you like best about what you do?”
• “What do you want people to think when they see your work?”
--Every time that they are working, tell them to jot down certain words or phrases,
which explains their experience, in their sketchbooks.
--Have artist think about their technique and process as they work.
Week 2
--Ask them to share their words /phrases that they have in their sketchbooks with us.
Then we will help them take those words/ phases and transform them into
articulated sentences.
Hope to find a good collection.
**As for plans for the other weeks, lets base it off how successful the first two
weeks are and then create a plan from based on observations of those weeks.

Homework Due 04.05.12

Go to the Brooklyn Museum of Art to see

Keith Haring: 1978-1982.

This inspirational show has a lot to offer each team in Lab.

We want you to consider the show and write a 2-3 paragraph reaction (posted as a comment to this blog entry) from the perspective of your Lab team. This is due: 04.05.12. Below are some questions and suggestions for each team when reviewing the exhibition. We will discuss this assignment in class when we are all together on the 5th.

Print Team: What is the printed matter available to you in this exhibition? Visit the gift shop and review the catalogue for the show, as well as the other catalogues available. What do you like about them? How do they function as documentation of the exhibition? What the elements you can take away and possibly utilize in the design of the IB exhibition catalogue?

Web Team: What is the role of video in this exhibition? How did Haring use video in his career vs. how it is used in the exhibition to discuss him and his work? How do you learn about Haring from the videos? Look at the web component of the exhibition. What elements of the documentation can you take away and potentially use for the IB documentation?

Exhibition Team: Describe the use of didactic panels and wall text throughout the exhibition. How is the story of this period of Haring's life and career told? How is the information broken up for you? What do you like (and why)? What doesn't work for you (and why)? What elements of the exhibition can you use or incorporate into your plans for the IB exhibition? Please provide reasoning.

Team To-Do Lists/Deadlines: 03.29.12

Print Team:

• Artist Hand-outs (with all corrections and uniform design/template)-PDF and AI files to Emma, Evonne, Liz and Norene. --Due at the end of class (emailed)
• Cyanotype Hand-out--with images--ready for review by the whole class. --Due at the end of class (printed out)
• Layout ideas for the catalogue. --Due at the end of class (print-outs or sketchbook drawings)

Web Team:

• Login information sorted and ease of posting for all worked out. --Due at the end of class
• Posts (4, including this past Saturday). --Due at the end of class (posted to Tumblr)
• Written plan for tutorial for this Saturday. --Due at the end of class: One team member needs to do a post with/for the whole class, so we can all gauge the ease of posting.
• Email plan to Emma for use on Saturday. --Due at the end of class
• PSA story-board (including images/shots, interviews, graphics needed--and who is obtaining over the next few weeks). --Due for discussion at the end of class

Exhibition Team:

• Jobs from the board last week (Wall labels for the individual works, Wall panels, Lead Wall, Exhibition Layout, Exhibition Check-list, Install Crew) assigned to 1-2 team members with ideas in the form of sketches, writing, links/images of examples from other shows/inspirations. Actual planning, examples and ideas must be documented in the project plan and/or sketchbooks. --Due at the end of class for discussion.-Each person or team of two will present. This is not a group presentation of ideas.
• Layout ideas for the exhibition (which is included in the above, but we want to be clear that these need to be presented at the end of class). These are expected to be rough ideas at this point, but we need to see some concrete ideas of layout, use of space, colors, what elements you're thinking of including.--Due at the end of class. Again, these ideas cannot be talked about in the abstract. We will need to see drawings, images or links to examples from inspirational exhibitions, etc.

Artist Statement Strategy (Medha and Jasmine):

• The needs regarding artist statements for Saturday, March 31 need to be written up and emailed to Blair, Emma and Ana by the end of class.

Whiteboard from 03.22.12

*tomorrow* Roundtable Discussion: Structures of Exchange in Recent Art Practice

Date:
March 23 6-8pm
Location:
Parsons The New School For Design,
6 East 16th Street room #1009.

Join Shane Aslan Selzer and Ted Purves, editors of What We Want Is Free:
Structures of Exchange and Social Practice in Recent Art, in a roundtable
discussion with  ve artists at Parsons, The New School for Design. The
roundtable will focus on exchange structures: How are artists creating
service platforms to provoke dialogues? What are the potential bene ts
and pitfalls for each structure? After a brief presentation of case studies
in exchange by each artist (Caroline Woolard will present on Our Goods,
Kianga Ford on the Global Crit Clinic, Shane Aslan Selzer & Ted Purves on
What We Want Is Free, Heng-Gil Han on Jamaica Flux, Athena Robles &
Anna Stein on Jamaica Bucks), we will open up the conversation to discuss how, where, and when social practice occurs.

Participants:
Shane Aslan Selzer
Ted Purves
Caroline Woolard
Kianga Ford
Heng-Gil Han
Athena Robles
Anna Stein

Homework due 03.29.12

1. Read about Tyler Clementi.
We are participating in a community project, which largely depends on communication, mutual respect and understanding.

The guilty verdict has come in on the Tyler Clementi case, and we want you to read this article and write a reactionary post (submitted as a comment to this post).

For consideration:

• How do you feel about the verdict for this case after reading the article? Do you feel differently?
• Considering you own communication style and methods, how do you relate to this story?
• What is your hope for young people moving forward in this society with regards to each other and the ways that they engage and communicate?
• What would you tell incoming freshmen about relating to new people, dealing with roommates and new situations and potentially people who strongly disagree with you and your choices?

For more info on the verdict: http://www.nytimes.com/2012/03/17/nyregion/defendant-guilty-in-rutgers-case.html.

2. At least 2 entries for your sketchbook.

Your actual sketchbook may be in the display case, if so work in some other medium (photography, draw on other paper) and insert it into your sketchbook next week.

Absence Policies for Parsons and Gallery Aferro/Newark

General Policy from our syllabus:

Absences
Classes meeting 1 time per week: 3 absences are grounds for failure. 2 absences are grounds for a single grade letter drop (i.e. A to a B).

Tardiness
Two (2) tardies will be counted as one absence. Class begins on the hour sharp. The door to the classroom will be closed at that time. Anyone walking in after the door has closed (class has started) will be marked late. 5 minutes is considered tardy. Over 20 minutes is considered as an absence.
The following may be counted as tardy:
• Coming to class without the required materials
• Sleeping in class
• Being asked to leave class because of disruptive behavior
• Doing other course work in class

If you miss a Saturday session in Newark, this is considered an absence -- exactly as it would be if you missed class at Parsons. You are not obligated to go to class on Thursday, this Saturday session is your class time for that week. We understand that things happen, please let your teammates, Liz, and Norene know as soon as possible if you can't make it.

The only way to avoid an absence if you have to miss a Saturday is to get a team member to switch with you and attend class on Thursday of that week. In other words, you must make up class time, arrange a substitute and delegate all of your responsibilities for that day, and arrange to take on that person's responsibilities at a later date. Rescheduling is a pain in the !@#^$ for all of us, so please do your best to show up when you are scheduled.*

If you want to attend class on Thursday and go to Newark on Saturday, we will gladly give you extra credit.

*How does this impact the program? We can't have 20 people showing up on the last day to "makeup" for a missed class -- this is not fair to Emma, Evonne, the teaching artists, the participants or your teammates. Six people is more than enough help each week, and they can't be figuring out what to do with all of us at the last minute. There is also the missed week where they had less help than anticipated, and your own team's deadlines and responsibilities.

Team Building Research Trips

During the next few weeks, each team will be asked to participate in 3 different exercises to aid in the research and development of the team's Lab contribution to Identity Blueprint. These are team exercises, which means that they will be performed together, during lab time (without exception). Most exercises will take place between 11am-1:45pm, with teams returning to Lab by 1:45pm to report on their findings as a group (each member responsible for a component of the report).

There are 3 assignments below, which should be done in the order listed.

We know that not all of your teammates will be present for each exercise, which is why we'll be doing this over a the course of several weeks (to ensure that each team member is able to partake in at least one exercise).

Print Team:

As a group...

1. 3/22: Go to see MoMA's Print/Out exhibition. Take in the 20 years in the history of printed matter provided by this show, and detail some of the more successful examples of printed matter. Each team member should be prepared to discuss a favorite, least favorite and most inspirational piece that relates to the print work being developed for IB. Each team member should have a sketchbook entry from the trip.

2. 4/12: Visit the Met (we are arranging a discussion with the publications department). What did you take away from their process. What is important/essential for inclusion in any good exhibition catalogue? What is considered unique? Successful? What are some examples of inspirations you take away from this trip, which may or may not be of use for the IB catalogue. Each team member should have a sketchbook entry from the trip.

3. 4/19: Visit Printed Matter (we are working to have someone from PM meet with you to discuss artist print projects). Take stock of the artist printed projects. What do you like? What don't you like? What are some examples of inspirations you take away from this trip, which may or may not be of use for the IB catalogue. Each team member should have a sketchbook entry from the trip.

Web Team:

As a group...

1. 3/22: Go to the Whitney Biennial. Take a survey of the exhibition and the programming (screenings, live projects, performances, video documentation). What role does video, performance and programming play in the Biennial? How is the work and process described? Where (wall labels, programs, video, etc.)? Each team member should have a sketchbook entry from the trip.

2. 4/12: Take a trip to the Whitney Biennial's WATCH AND LISTEN page and review the biennial videos. Please do a detailed review of the interviews with the artists and curators. Do you gain a good sense of the show and the goals for the Biennial? How do the videos contribute to your understanding of the vision for the Biennial and/or the work exhibited? What do you think works in the interviews? What is not as successful?

Research the documentation and interviews used for this exhibition: FEEDBACK

Not every project in the show has an interview. However, the video interviews (featured on the right side of the project pages) are very well done. Not all of the documentation is that amazing. Please do a detailed review of this exhibition's online archive (from the video and video documentation, to the project arrangement and descriptions, to the overall sense of the exhibition that you are able to glean from this site).

Compare the documentation and interviews above (their styles and functionality in terms of conveying information and process). What can you take away to incorporate into the IB documentation?

3. 4/19: Go see the Paper Tiger exhibition at Fales Library (upstairs in Bobst). Survey the exhibition. Take notes on the how the work has been documented and presented. Do you come away knowing more about Paper Tiger and its history? Why? What role does video play in the exhibition? This is an exhibition about video. Each team member should have a sketchbook entry from the trip.

Exhibition Team:

As a group...

1. 3/22: Go see MoMA's Cindy Sherman exhibition. Survey the exhibition of this feminist icon. Take notes on the how the work is presented. Do you come away knowing more about Ms. Sherman? Why? What are the key exhibition elements (photos, videos journals, posters, etc.)? How are you provided information about the artist (wall labels, didactic wall panels)? What is the curator's vision for the exhibition? Where is this displayed? How is the work labeled (what is the content of a wall label)? What are the successful/inspirational elements of the exhibition that you would take away/modify for the IB exhibition? Each team member should have a sketchbook entry from the trip.

2. 4/12: Go see the Paper Tiger exhibition at Fales Library (upstairs in Bobst). Survey the exhibition. Take notes on the how the work is presented. Do you come away knowing more about Paper Tiger and its history? Who were they? What did they do? Why? What are the key exhibition elements (videos, photos, journals, posters, etc.)? How is the information about Paper Tiger and its history provided (wall labels, didactic wall panels)? How is the work labeled (what is the content of a wall label)? What are the successful/inspirational elements of the exhibition that you would take away/modify for the IB exhibition? Each team member should have a sketchbook entry from the trip.

3. 4/19: Go to the Whitney Biennial. Take a survey of the exhibition. How is the work and process described? If and how is the vision for the biennial described? Where (wall labels, programs, video, etc.)? How is the work labeled (what is the content of a wall label)? What are the successful/inspirational elements of the exhibition that you would take away/modify for the IB exhibition? Each team member should have a sketchbook entry from the trip.

Angels & Tomboys: Girlhood in 19th-Century American Art

Images: 
Abbott Handerson Thayer, Angel, 1887, Oil on canvas; 36 1/4 x 28 1/8 in., Smithsonian American Art Museum; Gift of John Gellaty
Edward Lamson Henry, Kept In, 1889, Oil on canvas; 14 x 18 inches, Fenimore Art Museum

Angels and Tomboys: Girlhood in 19th-Century American Art
Opens September 2012 at the Newark Musem

Angels & Tomboys: Girlhood in 19th-Century American Art is a major traveling loan exhibition, which is the first to examine nineteenth-century depictions of girls in paintings, sculpture, prints and photographs. Featuring approximately 80 masterworks by John Singer Sargent, Thomas Eakins, Winslow Homer, Cecilia Beaux and William Merritt Chase, the exhibition analyzes the myriad ways that artists vigorously participated in the artistic and social construction of girlhood while also revealing the hopes and fears that adults had for their children. While the sentimental portrayal of girls as angelic, passive and domestic was the pervasive characterization, this project also identifies and investigates compelling and transgressive female images including tomboys, working children and adolescents.

Organized by Dr. Holly Pyne Connor, Curator of Nineteenth-Century American Art, Angels and Tomboys debuts at the Newark Museum from September 12, 2012 to January 7, 2013, and will then travel.

http://www.newarkmuseum.org/angelsandtomboys.html

Gallery Aferro Opening this Saturday!!

If you're around, please come to the opening of skin hides at Gallery Aferro this weekend.

The exhibition is on March 10-April 14, 2012.

Opening: March 10 (7-10pm)

On-going Sketchbook Project

Joseph Grigely, “We’re Bantering Drunkening About What’s Important in Life”

Working in groups is challenging, and it's important to maintain your own vision -- so this is your individual assignment for Lab. Everyone will receive a sketchbook in Newark this Saturday, March 3 (unless you have let us know that you cannot attend that session, in which case, you will receive your sketchbook on Thursday, March 8). The sketchbook is specifically for this class, and will be reviewed/critiqued at the end of the course. Images, writing, etc. from the sketchbooks may be included in the exhibition catalog.

Everyone needs to keep the same sketchbook. No exceptions. Please reimburse Norene for the sketchbooks ($3) next week.

Sketchbooks will be collected at the end of class, graded and worth 20% of your final grade. If you want your sketchbook back, you can get it from us once grades are submitted.

Criteria:

• Through a series of no less than 2 entries per week, document your experience in, and create a portrait of Identity Blueprint.
• Sketchbook entries are not limited to drawings. Be creative. This is your personal and individual way to document the program and your experience with it.
• Please use any medium you feel comfortable with and are inspired to use (that can be incorporated into a sketchbook): drawings, painting, photography, collage, annotated graphic design elements, recorded interviews, writing (journal/narrative), or any combination of the aforementioned and/or medium not listed.

Please consider the following as you document:

• What is Identity Blueprint?
• What does it mean to you personally, to the community of Newark, to the art world to society as a whole?
• What is the program's significance--over time?
• What is your role in this program--over time?
• Who are the girls in the program? Do they change over the course of the 8 week program?
• Does your relationship to the program, to Newark and to the girls change over the 8 weeks?

Identity Blueprint Orientation Day Schedule

HOURLY BREAKDOWN

12pm-Parsons crew arrives at Gallery Aferro

12:30pm-1:30 Identity Blueprint Begins (60 minutes)
Introductions-Emma and Evonne (what is Gallery Aferro/Identity Blueprint)
Go around the room and have IB students introduce themselves and their work (via their portfolios)
Parsons crew introduces ourselves
Collection of forms from IB students

1:30pm-2 Parsons-led Introductory Activities (30 minutes)
Goodie bags + sketchbooks-Tim, Allegra, Sul
Parsons students share sketchbooks

2:00pm-2:30 Break (30 minutes)
Tumblr tutorial (15-20 minutes)-Anais

2:30pm-4 Portraiture Lesson (1 hour, 30 minutes)
Portraiture examples and inspiration (15 minutes)-Medha
Polaroid Lesson (15 min.)-Peira
Time for girls to make portraits (50 min)
Share portraits (10 min)-Who's running the sharing session?

4:00pm-4:15 CLEAN UP

Whiteboards from 02.23.12

Lessons Learned re: Artist Statements and HS Students during 10 years of Digital Day Camp

Digital Day Camp

One of the many things learned during the 10 years doing this program for high school-age students was the art (and by that I mean...how very difficult it is!) to work with students to write artist statements.

My last two years:

DDC 2007-Public interventions

DDC 2008-Fake vs. Real

2007:

Bold/individual (could not work in groups!) projects and very engaged students.

Project samples: Shavanna (domestic abuse), Jessenia (abuse of animals), Glenn (gang violence), Jose (subway niceties).

Important:

Do you get the project? Where they were coming from? Do you understand the gesture? Was it in their voice?

How did we do the writing:

• Provided guiding questions--always with a focus on the process (who are you? what did this project mean to you? why? how did you make it: technology, influences from program? what did you need to learn in order to develop the project? who helped you?).
• We left them to write and then went around and helped them as they wrote (cleaning up mostly spelling, grammar, sentence structure).
• I would always read their statements aloud to them, so they could hear their own words, and at times, make corrections on their own.
• We never took statements away to review or edit and hand back with red ink marks. We always did the editing with the students, so we had their permission and they were part of the process. I wanted them to understand the changes.
• We talked about the difference between spoken and written language, and how they needed to not take anything for granted. They shouldn't expect that their audience knows anything about their project or process.
• Find common language. "Process" wasn't really a part of my students' vocabulary, which took me a while to understand. 'How did you get from point A to point B' worked.
• Focus: presenting their work to the world.

2008:

These students were not writers.

We did an exercise to get the students thinking and writing creatively:

Instant Story Exercise with Christina Kral

The goal of this exercise was to allow for a different reality, and give the participants the most absurd and abstract stories by the act of listening, looking and documenting images and sounds from the public.

On Monday, July 21, 2008 the Digital Day Camp participants, divided into their assigned project groups and walked to a nearby park on 10^th Ave. and 22^nd Street. While one group would go out and shoot photographs, the other two groups would catch phrases of passers-by and write them down.

After each group had their turn taking pictures and collecting sound bites from the public they encountered and/or engaged, they returned to the Eyebeam Education Lab. Once in the lab, the three groups printed their photos, and were instructed to arrange the visual and written materials to form an abstract story with ONLY their photographs to illustrate and complete a narrative, thought or viewpoint

After 10 years, we finally developed an artist and project statement templat

[ARTIST STATEMENT TEMPLATE]:

Tell us about your world.

How did you think of this world?

What were the technologies, tools, resources and influences (for example: guest lecturers, teaching artists, work you saw during the program or before) that you used to make this world?

What are your group members’ names?

[PROJECT DESCRIPTION TEMPLATE]:

World description/narrative:

What is the name of your world?

What is your world?

Where is it?

What’s the point of it? Why does it exist?

What happens there?

How does one get there?

Traveling to Gallery Aferro in Newark (updated)

As a class, and in teams of 3, we will be traveling to Gallery Aferro in Newark for the Identity Blueprint program.

Gallery Aferro
73 Market Street
Newark, NJ 07102
http://www.aferro.org/websitebaker/wb/pages/about-aferro/directions.php

View Larger Map

Please budget travel expenses for 3-4 trips:
PATH train (one-way $2.00 fare) from 14th St./6th Ave. to Newark Penn Station. Students can walk 6 blocks to the gallery, or take the bus (#34-towards Bloomfield, NJ=one-way $1.50 fare). Bus stop is directly across the street from Gallery Aferro. You will also need to bring or buy lunch.
=$4.00 total if you just take the PATH train, $7.00 total if you take PATH and bus, + lunch

MANDATORY CLASS TRIPS:
SATURDAY MARCH 3 11-4:30pm
SATURDAY MAY 5 10-4pm
You will make one additional Saturday trip with a team of 3 at some point in-between. The schedule is posted here: http://labs12.blogspot.com/2012/02/identity-blueprint-lab-schedule.html.

FIRST TRIP SATURDAY MARCH 3
Meet Liz at the southwest corner of 14th St. and 6th Ave. at 10:45am. (If it's raining, go inside to the service booth.) If you are not there by 11am, we will leave without you and you will be marked absent for the day. DO NOT ATTEMPT TO GO ON YOUR OWN IF YOU ARE LATE. We will leave when the program ends at 4:30pm, and it will take approximately 50 minutes to get back to Parsons. Bring your lunch, as the lunch options around there are somewhat limited and you may not have much of a break. Be sure you have the cell phone numbers of everyone on your team, should you get lost or separated from us.

We will take the PATH train 6 stops to Journal Square, then switch to the PATH train to Newark Penn Station (2 stops, Newark Penn Station is the final stop). We'll exit the station and walk west 6 blocks on Market Street to Gallery Aferro, 73 Market Street. If it's raining we'll take the bus, #34-towards Bloomfield, NJ. We'll get off at Market Street and University Ave.

Please refer to the Lab guidelines for working on location: http://nobetty.net/lab/s12/Guidelines.pdf
-You will need to walk 6 blocks, and be on your feet for 5 hours helping to run these workshops, so high heels are not recommended.
-Walk with purpose, pay attention to your surroundings.
-There will be paint, ink, and other messy materials, so bring an apron or smock if you are concerned about your clothing.
-Travel light, and bring some reading material in case your train is delayed.
-We suggest packing your lunch, as the lunch options around there are somewhat limited and you will not have much of a break.