Saturday, May 14, 2011

Some Lines

Source text was collected by asking train commuters on the red, orange, green, pink, brown, purple and blue lines what they were reading. Excerpts were taken and cut into individual words and phrases, which were then piled on seven pieces of correspondingly colored cloth and placed around the performance space.

Each participant received a different order in which to visit the cloths, and a needle threaded with colored floss to fill with words. When the string was full or the time limit exceeded, each participant came to the front of the room and knotted the strings together into a structure not unlike a map of the train system. The completed text can be read from many directions, and does not have a distinct beginning or ending.

Some Lines

One possible interpretation:

And I lost this fight with Europe significantly since my jaw was opened for someone more developed, time for you and for so-called handsome aluminia I’m afraid. Insubstantial she was white girlfriends, google’s lipstick interacted against the sky google’s prettiest competition determined like a search that was true but matched just some Mr. Aristocrat out with girls! Tedious ideas and time of Michelangelo at the party. White flannel trousers, meet the meteorites programming the women come and Microsoft set fire for the company me an accomplice? Microsoft has done this once about the house for a hundred companies to replace the noise. Following services emphasized something wearing probably complaints of the subject of suicide negotiations denying patient buys. In Europe against attended. Think of the and come interested station somewhere that google controls completing we were walking investigation said afraid backstreets surprised beside she told him with to undress I had kissed, hours ago, cheerfully someone with my complaints a wide-ranging library of improbable experience we won’t have understood and only would be minnows or mermaids of the sea upon it’s thirty DISASTER happy to kissed. Mr Sector. Um that it was a soft the backstreets and it’s maze interfaces maze behind him be in the works,” Mr. Verney said. A sound wreathed outer space. When the wind assault was liked I said “Come On,” “We’re going 130 Till Human anyway – listening to desperately boots kitchen listening grimy relative let us go, walking technologies.

Post

Six packages containing interactive, whimsical objects were assembled, each describing a character from a book I loved as a child. Each package was sent to a person who embodied that character in my own life, with a self addressed stamp envelope and an invitation to reply to the ‘letter’ by writing a story or speculating on the owner of these objects.

The six packages and their recipients are:

Letters

Public Stories

Four drawings of three panels were completed in chalk on the concrete near Lake Michigan. The first two panels suggested narrative, and the third was left unfinished, with three pieces chalk placed nearby, in the hopes that people who came across them would choose to alter or complete the series.

Drawing one contained zombies approaching an unaware group of lacrosse players.
Drawing two contained a terrified sheep and a hungry dragon.
Drawing three contained a mermaid irritated by a noisy motor boat.
Drawing four contained a bear stumbling on a cello in the woods.

Unfortunately, heavy rain erased the drawings and melted the chalk before any responses (Or lack of them!) could be discovered. Definitely one to try again on a sunny day.

Saturday, May 7, 2011

Electronic books and paper books





The class did a choral reading from the prologue from Romeo and Juliet. Words and phrases they remembered they wrote on post-it notes and stuck to the wall. Discussion raised questions about how using an electronic reader effected what we remembered from our readings. We did note the differences between text and digital mediums. The exercise was enjoyable and thought provoking.


Tuesday, April 26, 2011

The Wishing Tree vanishes

Monday morning in the bleak blustery rain, I went over to see what happened to the wishing tree. The wishes were gone and so was the Sharpie and the blank wax paper strips to write another note. I felt as though magic had evaporated, but then I can still make wishes when I see the tree.

Sunday, April 24, 2011







The Public Space Assignment

Nicole and I decided to hang wishes on a tree and make a sign inviting people to tie their own wishes to the tree.

Easter Sunday ten a.m.

Last night a performance artist helped me install my work for the MFA show. I asked him what performance art was, he said to him it was not so much doing a performance for the public, but repeating the same action over and over, like hanging a picture.

So I cut wax paper into strips, wrote my wishes onto them and then tied them on the tree. Then I tied a sharpie and blank wax paper to the tree, for the public to write out their wishes and tie them on the branches. Mostly since it was Easter Sunday, families walked past me, after getting out of their cars and bundling in warm coats. I’d left my coat at home, which was a mistake.

A man pushing a stroller with two youngsters came over and said his son, who looked to be about three, wanted to know what I was doing.

“I am tying my wishes to this tree,” I said. “Do you have a wish?”

At first he smiled and said he didn’t and then his father said he was making a wish for Evie, his baby sister asleep in the double stroller by his side.

I plan to go back at three and see what the latest developments are over at the wishing tree.

Here’s the text I generated for the assignment, I made up new wishes as I went along. Thirty, oops, I mean 28, wishes or so

I wish I were thinner.

I wish I was already retired.

I wish I’d join the peace corps.

I wish relationships were easier.

I wish I would cook an entire dinner for one person.

I wish I was single.

I wish I was married.

I wish my thirteen-year old dog would die.

I wish my dog would live forever.

I wish I knew where I was going.

I wish I didn’t have to move ever again.

I wish the Koch brothers would support another cause besides the Tea Partiers.

I wish I could still get my degree in a month without attending another class.

I wish I watched the sun rise out of Lake Michigan and the sun set every day.

I wish I knew where I’ve been.

I wish I didn’t love chocolate.

I wish I had a home where I would live every day for the rest of my life.

I wish I had made more than one friend in the last two years.

I wish I had to pick one job from three offers.

I wish I’d used the money I spent on tuition to buy a new house.

I wish my sister was speaking to me.

I wish my brother was speaking to me.

I wish my sister-in-law was speaking to me.

I wish I could win an award.

I wish I was the president of the United States.

I wish that Libyans were free from dictatorship,

I wish the United States would not be at war.

I wish I had enough money to be able to retire.

I wish I’d figured out a lot who I was a lot sooner than yesterday.

I wish I’d already done my taxes.

I wish I wouldn’t have to die alone.

I wish I knew how to love myself.

I wish I couldn’t remember what my life was like when I was growing up.

Tuesday, April 19, 2011

Dance with Yourself


For this piece the performer was to construct multiple texts that were developed using public transportation as a structure for constraint. Dance with Yourself is inspired from the temporal, physical, and social constraints of Chicago's Red-line train.

Five individuals wait for the train. They each, in turn, board the train, express their distaste for public transportation and then gets off. Each individual has a different rhythm to their life (jazz, techno, classical, Latin, public radio) and the spirits of all but one dance on, free from the obsession of progress that inflicts us all.



Monday, April 11, 2011

The assignment was to generate seven texts about public transportation. Then we were to choose one to make into a performance. I arranged the class as though they were on a train and then had them change trains and shared three stories using film to create an atmosphere of travel and movement between imaginary trains to emphasize the passing of time between decades.

Summer 2009
The Overnight Train from Amsterdam to Prague

Luggage stowed, I was settled for a fifteen-hour trip from Amsterdam to a writing seminar in Prague, Czech Republic. A fit young man with curly blond hair and green eyes, bearing an uncanny resemblance to my first boyfriend, interrupted my solitude by ordering me out of my seat, saying that it was his seat. I refused to budge. I dug out my train ticket, in an effort to end any argument that this was his seat, not my seat, couchette number 75. Then he made me look at the numbers on my ticket. I was assigned couchette number 75, but on the train car 172, not 171. I am sometimes wrong, I often joke to anyone who will listen, but usually only in thinking I’ve made a mistake.
In an effort to be conciliatory, Marco offered to help carry my luggage to the new train car. I said I didn’t think he should touch a stranger’s baggage. He said those rules were for planes and we were on the train. Bumbling about, I heaved my big suitcase out of the overhead rack. Even though I was leaving my life behind to travel, I was bringing a suitcase big enough for my tennis racket. Fumbling under the weight of the red bag, he awkwardly followed me through the narrow aisle and swinging connection where the two train cars got linked together.
We soon found a shared vocabulary that crossed every international boundary: pictures on our phones. Marco showed me photos of the rooms where he and Edwin had stayed on other trips pointing out the two single beds. Then he looked from the single beds to me with a teasing smile. Were they gay, I wondered.
As it turned out, Marco and Edwin were travelling companions, not lovers. Marco, a social worker, kept insisting he was bewildered to be almost forty years old and not married. But, being single gave us time to assemble photos on our phones. Marco and I showed each other pictures of our exes, whiling away the hours as the train raced through Eastern Europe. When other riders crowded into my compartment to take their seats, Marco gave me a kiss on each cheek and one on the mouth to say good-bye. I noticed that nothing was very customary about Marco, including his take on the European way of parting from each other.
During my three-week stay in Prague, I sent Marco pictures of my young female friends. He responded to my shots enthusiastically, inviting us all to get together. “The more the marry,” he wrote. He spoke and wrote in Dutch better than English. When Marco signed his email, “X x,” I responded in kind. When he emailed “Love, Marco,” I returned my email with “Love, Anne.”
Three weeks later, I sat down on the wet marble steps of 21 Prins Hendrikke across from the central train station in Amsterdam. I decided that if he didn’t show, I would walk to the museum of Anne Frank’s home. Shortly after one, Marco, looking angelic with his halo of blond curls, approached me, walking easily along the sidewalk. He carried an umbrella and wore a white shirt with a collar and jeans. He kissed me directly on the lips, not even pausing to brush each of my cheeks with a kiss, European style.
“What were you hoping?” asked Marco.
“I was hoping you would show,” I told him.
“Do you want to see my town?” Marco asked.
“Yes,” I said.
Just before I boarded the train to Utrecht with him, I told him that my roommate from Prague thought he was lying about his age. She thought he wanted to seem old enough to go out with me, Marco might be thirty-five, not almost forty as he claimed. She writes fiction, but she did have a point.
“I am not lying”, Marco said. With a delightfully funny pretend show of irritation, he determinedly got out his passport and thrust it in front of my face. He forced me to look at the typed letters indicating the date of his birth, December 4, 1969.
“See,” he exclaimed in mock outrage. “I am thirty-nine.”
“All right, all right, put it away,” I said.
“But how do you know that I am not an axe murderer?” he asked.
“I’ve decided to trust you,” I said.

I saw Utrecht from the back of Marco’s bike. Once Marco started to pedal, I ran alongside and then jumped up to sit side-saddle, behind him, poised on a sturdy black metal frame suspended over his back tire. We cruised on cobblestones past canals, art galleries, bookstores and bridges, past ancient churches that had not been bombed in World War II and even past a statue of a rabbit, done in the style of Rodin’s thinker, made as a joke about sexuality and called “The thinking Rabbit.”
When I exclaimed that I loved lavender, Marco promptly bought two lavender plants and balanced them on the front of his bike handlebars. Each time after we stopped and then needed to start again, I got a little better at hopping onto the metal frame jutting out from behind Marco’s seat.

I need to explain here that I have never been a crier. Whenever my mother yelled angrily at me in the car on the way to school, I scorned my sister who cried openly. I always held back my tears, not wanting to cry in front of anyone.
Then when I got to school, I would head straight for the girl’s room across the hall from my classroom. Then I locked myself in a stall and cried by myself, glad that no one could see me.

At Marco’s flat, nestled into a street along a canal, I watched him finish ironing his work pants and shirts. We drank some coffees, ate oranges and chocolate. He introduced me to some female artists singing English lyrics that I’d never heard before. I wrote down their names. He showed me his English books.
“Do you know this one?” he asked, hefting a large book of fables about creatures written in English. I didn’t. So Marco read aloud his favorite, a story about an ant and a squirrel. The squirrel thought the two of them should separate to find out how much they would miss each other. Ant didn’t see the point of being apart. Even the idea of separating was more than they could bear. So they decided never to be apart.
At first my eyes just welled up. Then tears spilled over the lids and started following each other down my cheeks. Marco finished the story and came around to my side of his sturdy kitchen table and put his arm around me.
I cried in front of him without needing to hide my tears. “It’s not that hard to love someone. If you love someone, nothing is lost,” he said.

Choose five objects and generate a text or texts from these

I went into my bathroom and made ink drawings of five objects I have there: an Inuit soapstone carving of a walrus, a boat hook, a painting made by an artist in Dayton that I interviewed for a story, a boat with bells hanging from it and a couple of lava rocks from a volcano on Maui.

To present the project to the class, I let them touch the objects and asked them to write using the objects as I prompt. Then I shared my writings. The class guessed from the objects that I was writing about things I keep in my bathroom.

Wednesday, April 6, 2011

Spotting Crime


In what served as one half of Richard and Matthew's collaborative project exploring the art of mapping, Richard used information gathered from http://www.spotcrime.com/ in order to tag his neighborhood's street signs/poles with translucent decals representative of all crimes (assaults, thefts, and shootings) that had taken place througout the community from 3/11/11 (the date of Japan's recent catastrophic earthquake) through the end of March.



The following information was written in permanent ink in the surface of each tag:


a) type of crime committed at that location (assault/theft/shooting)

b) the date the crime was reported to the police

c) the time the crime was reported to the police

d) "spotcrime.com"


Each adhesive tag was cut and shaped according to the type of crime it represented. These shapes were in accordance to the logos chosen on http://www.spotcrime.com/ and were as follow:


a) Assault (outline of a fist)


B) Shooting C) Theft



A map of all the crimes tagged in this project can be found at:








In total, there were 22 assault tags, 12 theft tags, and 1 shooting tag. Before setting the tags, a route was created by laying out each tags as they were were seen in the map from the spotcrime website. The backside of each tag was then given a number corresponding to numbers written on a printed out map of the targeted neighborhood. This allowed Richard (the tagger) to easily retrieve the correct tag for each location during his route.


The tags were all placed on non-black poles (steel, yellow, green) so that the black, stencilled text on the tags could easily be read once posted. Because spotcrime fails to disclose precise street addresses (only the block in which the crime occurred) the tags were placed on poles in the general location of the crime they represented. All tags were placed at approximately 6 feet from the base of the pole on which they were placed.



Five days following the placing of the tags, all of those that were revisited were still in place and remained as legible as when they were first set.

Tuesday, April 5, 2011

Penny Project by Kitty Huffman and Emilie Crewe



Find a penny,
Pick it up . . .
Then all day
You'll have good luck.













Penny Project:
How Far Does Bus Fare Take You in Steps?






This is a collaborative performance piece by Kitty Huffman and Emilie Crewe, titled, “Penny Project”. The work is based on ideas of leaving a trace, mapping steps, and the value of currency. Beginning at 1 State Street, a penny was dropped as the artists walked along the street. Each step was represented by one penny, eventually totaling $2.25, the amount equivalent to bus fare in Chicago.




As the trace was made, pedestrians picked up the pennies, cancelling out the gesture of mapping steps. Pennies are often thought of as good luck. The act of dropping pennies on the ground serves as an offering to the public. The piece ends with nothing left behind.







Saturday, April 2, 2011

Systems and Constraint - Kitty Huffman

Project no.3

The assignment was to use the Public Transportation System as a means of structuring 7 texts. These texts will then provide a constraint, or a series of constraints for an in-class performance.

Sitting on the train I overheard someone's phone conversation. Hearing only one side of the dialog, I was wondering, can a text be understood even with half of the information provided.. Can we piece together the meaning of the original text?

I chose a film that is based on a traditional narrative structure and it is built from a dialog between a man a and a woman. The film is from 1990, a thriller called 'Misery' with the screenplay from a psychological horror novel by Stephen King.

In this video I composed we hear the male character's voice, all his lines from the movie Misery, infused with images of a train ride, suggesting that we overhear a phone conversation or someone's internal dialog.

Sunday, March 13, 2011

Competition by Kitty Huffman

The assignment for this project was to select five objects. We had to use these objects to generate five texts, than use a performance as a way of structuring these five distinct texts into a singular piece.




I selected five objects randomly to be measured and than placed to compete against each other.





To create unity, I painted all 5 objects black: the tricycle, the kitchen utensils, the bug, the Weight Lifting Exercise Dumbbell and the matchsticks.





To activate these objects, I told a Hungarian nursery rhyme:




Egyedem, begyedem, tengertánc,
Hajdú sógor, mit kívánsz?
Nem kívánok egyebet,
Csak egy falat kenyeret.

We are committed to the Nothing-in-Between – by Kitty Huffman


We were assigned a section from Cage’s Lecture on Commitment, and we had to generate a response in our medium of choice: written, performance, performance written, etc. to be presented.


The John Cage text I received was the following:

“We are not committed to this or that. As the Indians put it: Neti Neti (Not this Not that). We are committed to the Nothing-in-between – whether we know it or not.”


This section from Cage’s Lecture on Commitment inspired me to create a video installation using footage I recorded in Wisconsin in 2011. First, I digitally altered the moving image to create a mirror effect, than I set up an installation with a one sided mirror, which allowed reflection from one side but not from the other, and this created an interesting illusion.

Video of an installation by Kitty Huffman from Colin Winnette on Vimeo.


Using mirror, I also set up another piece taking advantage of a concave mirror, which creates a 3D affect when an object was placed in the middle of the mirror.

Both pieces refer to the quote form John Cage. I wanted to create a state in between reality and illusion, between object and the reflection of it, between magic and science.

Thursday, March 10, 2011

Richard Schreiber - Two Presentations

 Required English Instruction for Employees of Love me Long Time Go Go Bar

'b', 'b', 'b'  - khong khi!
   
class in session
Five Objects

1) bull
2) bill
3) ball
4) pill
5) pole

Inspired from the two years spent as an English teacher abroad, this performance was meant to transform the audience into the role of non-English speaking students in a beginner/intermediate English class. By conducting the 'class' in a stern, authoritarian manner and by using a foreign language (Vietnamese) as the primary mode of written and verbal communication, the 'students' were meant to feel tense and trapped due to their imagined occupational inferiority and their massive reduction of expression and comprehension. After the performer demanded from the audience simple vowel and consonant sounds to be replicated, he then introduced the five 'vocubalary words' (the objects previously listed) with accompanying photographs via powerpoint and tangible objects.


"note!"

"Is it OK if I touch your balls?"

dancing around a very small pole

class dismissed - remember your homework

 The performance evolved as the 'teacher' began embedding sexual references into the instruction: demanding that the 'students' complete indecent phrases using the 'vocabulary words', gesturing to his own genitalia to supplement his verbal explanations. At this point the audience was meant to realize there was more to the instruction than learning basic English words, that they were, in fact, embodying the role of prostitutes who were being taught pronunciation and relevant phrases to better serve their customers. The performance ended with a powerpoint slide instructing the 'students', for homework, to try and use the words and phrases learned in the 'class' on their clientele.

 Go Ahead, Make my Day



While standing on the second tier a three-tiered apparatus, the performer arranges two cups to each side of him facing the observers. The first cup is labeled: Topics that I spend atleast 9 minutes each day considering. Within this cup are 9 shuffled slips of paper which read:

cigarette?
youporn?
talk to them?
$3 ATM fee?
write?
velcro boots?
plain yogurt?
flush?
run?

The second cup is labeled: Questions that I could answer in less than 9 combined seconds. Inside this cup are another 9 slips of shuffled paper which read:

does Obama still sneak in a drag every now and then?
does Pope Benedict masturbate?
do bankers take too much profit?
did 'The Fonz' keep a journal?
did a woman invent the bodice?
are those tea stains on that 102 year-old man's moustache?
have you ever been painfully thirsty?
is there such thing as a 'runner's high'?

After hitting the 'snooze' button (9 min.) on a portable alarm clock, the performer begins by selecting (at random) a slip of paper from the first cup before reading it out loud to the audience below. He then selects (at random) and slip of paper from the second cup and directs the question on it to one observer. Depending on the positive or negative implications of the question first posed (from cup #1) and depending on whether that observer answers 'yes' or 'no' to the proceeding question (from cup #2), the performer either ascends to the third tier of the apparatus or descends to the first tier. After noting, with an imaginary notch on the apparatus' post, his direction of travel, the performer returns to the second tier to select one more question from each of the two cups and repeat the process again. The performance concludes when either a) the questions run out and, according to how many times he ascended and descended, the performer announces how content he is with the outcome b) the snooze alarm sounds and the performer surrenders the project by exiting the apparatus looking discouraged.

Thursday, February 17, 2011

Class Presentations of Responses to John Cage's "Lecture on Commitment"

The Assignment: 

      Each student will be assigned a section from Cage’s Lecture on Commitment.  Please generate a response in your medium of choice: written, performance, performance written, etc.  to be presented next week. Like Cage's card shuffle devise a random system for organizing or re-structuring your work.  Use this system to change, expand and re-structure your work.
      Consider how this new work might be presented in the performance space, how even as a text it might occupy space in the room in relation to yourself and to the audience/viewer.




Video by Matthew Keable from Colin Winnette on Vimeo.



Video of Work by Nicole Boyett from Colin Winnette on Vimeo.



Video of work by Emilie Crewe from Colin Winnette on Vimeo.