ARTEDUC2520 FINAL "Genesis"

My final project, titled "Genesis":

 

 

Before the project I considered quite a few options for what to do.  The primary themes were:

- A narrative about creating art, such as but not necessarily the story of how I made something I've already made in this class.
- Something abstract, visually interesting and changing.  Initially I considered the evolution of a game of Go.
- Something showing more about computers than just their cases.

After a fair amount of thought I found what I expected might be a clean way to put these together: a video of me programing Conway's Game of Life, and a resulting session of the program running.  This would be a story about creating art - the video act of programing would be exactly that.  To someone unfamiliar with programing, watching me create and move text around would be abstract and, quite possibly, interesting to watch.  Similarly, someone unfamiliar with Conway's Game of Life would almost certainly find the results of the program abstract and visually interesting.  Finally, this would undoubtedly show my interest in computers without succumbing to yet another external shot of a computer.

My main concern was that either the video would go too long and become boring or, if shortened, have everything happen to quickly to be able to follow.  To keep some interest during the potentially boring stretches, I could provide a voice-over to the video.  Perhaps a poem.  I could have the voice-over switch themes at the point where the video switches from programing to the program running.  Ultimately, the goal of the voice-over would be to create a sense of mystery which, hopefully, the end of the video - the running session of the program - would answer.

Creating the videos of me programing and the program playing out went exactly as desired.  I didn't want it to go to quickly, so I used a programming language I was not overly familiar with.  This forced me to look up quite a few things while programing as well as spend a fair chunk of time debugging.  Capturing these two things - Googling for answers and debugging - was very important, as in "real" programing they consume quite a large amount of the time allotted.  In total it took me about forty-five minutes to create the program.

However, the voice-over did not go nearly as well has I had hoped.  I made short test videos with me programing and the beginning of my still incomplete poem, and I found that the poem took to much attention away from the video.  I became worried that an audience would focus more on catching me abusing slant rhymes than the real focus - the video itself.  I tried again, this time purposefully breaking the rhymes and cadence of the words to make it sound like a straight speech.  It still did not feel right to me.

I started to consider less attention-grabbing alternatives to the voice-over.  The most obvious thing would be subdued music.  I began to look through music I was familiar with that was both subdued and, hopefully, could create a sense of mystery.  Eventually I found a piece I rather liked.  I'm not sure either "subdued" or "mystery" really explain the feeling the music creates, but whatever the words to describe it are: it fits.  It may not be what I had originally aimed for, but the feeling of watching the video to the music just works.  I adjusted the speed of the video segments to fit the music and called it a victory.

The final video met all of the major original themes I had come up with while brainstorming for this project.  The plan to have a voice-over ended up being detrimental and scrapped.  In fact, it was unnecessary; the video, stand-alone, is more than interesting enough.  It's simply different - I don't think I've never seen a work of art that really tries to do something quite like this.

Historically when I try to create something - especially art - I tend to make myself the target audience.  Thus I know, if I like it, that it is probably good.  Here I found I did something quite different: I am not the target audience.  This work is for people who are familiar with neither programing or Conway's Game of Life.  It is intended to play off an unknown.  I'm not sure if I did that purposefully or not.  This also leads to the second project that I'm not quite sure will work as I had intended, because I'm not really the target audience.  I don't know what someone who is unfamiliar with programing will think when watching this.  Last time this happened I was apprehensive; this time, I think I'd be better described as excited to find out.

Final Brainstorming

Various ideas I had for this project, in rough order of how they came to mind:

- Do a narrative of my experiences in class.  Perhaps "summarize" the various pieces I've done thus far in one master piece.
- Revisit a discarded idea I had for the verb project.  My words were "hang" and "drop" - I was thinking perhaps I could play on the less used meaning of "hang" where someone is killed, and edit a photo of a person being hanged, but replace him with an every day object.  For example, a number of pencils could be gathered around watching a pencil be hanged.  I discarded this idea because I was not actually modifying an object, but rather just a photograph; however, this would be allowed here.
- I'm rather fond of a board game called "go".  It is esthetically very minimal - white and black circles on a yellow board.  The shape of the board and the flow of the pieces is particularly interesting.  Perhaps I could do something with that.  Perhaps show the evolution of the board, the back-and-forth between the players as the game goes on.
- While I had physical image of computers in some of my projects, I did not have programming.  Just the physical boxes.  While this does get across "Daniel likes computers", it doesn't really get the deeper spirit behind it.  Perhaps I should somehow explore software.  I've always found the flow of code quite interesting.
- Proposed by instructor: video of me programing and my surroundings.  Note how the world changes around me as I code. I am a constant in contrast to the changing surroundings.
- Most of the projects I've done thus far have been relatively shallow.  I'd like to go for something that at least appears to be deep and meaningful.
- I'd also like to stick with the programing idea.  Perhaps a video, not of me, but of the screen: just the letters as they change while a program is written.  However, this may be uninteresting.
- Spice up potentially uninteresting video with interesting audio.  Audio tells an interesting story over video.  The exact relationship between audio and video won't be known until the end of the video, which makes some mystery, which is always interesting.
- Video is recording of screen while I program Conway's Game of Life (http://en.wikipedia.org/wiki/Conway%27s_Game_of_Life).  Audio playing over video is a story or poem about creation or meaning of life.  Audio ends exactly when development of code (play with video speed).  Then, in silence or vocals-less music, a video of the animation of a simulation in the finished Conway's Game of Life, as though this answers or is a reply to the audio.

At this time, I like the last idea best.  It is a bit risky - there is potential that it will not come across as interesting as I currently envision it.  It is also depending on a creative audio script or poem, which is something I've not done in a while.  There is also the realistic possibility that I'll be embarrassed to show off my technical abilities coding something in progress - I usually prefer to keep my work private until it is good.  However, it is good to push myself.  Moreover, I can't think of ever seeing anyone else do anything quite like this, and from what I gather uniqueness is quite valuable in the art world.

Failure Paper

 What was your biggest failure this semester

 Micro-Project 3 was easily my biggest failure this semester.

 What did you learn from this failure?

 In engineering classes, usually something is either possible or (given current math/science/technology/money/time) impossible.  Art, in contrast, seemed so freeing.  Since there isn't really a "right" answer, I can do (almost) anything.  Whether this anything was good or not is debatable, but it would at least be a thing that exists.


I learned that this assumption isn't really true.  While I received credit for the assignment, I didn't feel like-to me-it was "correct."  It was an attempt, but it didn't meet the goal.  I'm not sure, at this point in time, that I'm actually capable of doing what was asked.  I didn't know that was going to happen going into this class.

What was your biggest success this quarter?

While I think other projects were better received by both the instructor and the classmates, I felt my biggest success was Micro-Project 4.


What did you learn from this success?

Just as I had my expectations flipped when working on Micro-Project 3, Micro-Project 4 also flipped an expectation of mine.  Artworks are abstract concepts-items from Plato's forms-made manifest on the cave wall.  I had an understanding-not sure where I originally picked it up-that it is inevitable that the physical content of the artwork is never exactly like the original idea.  Something is always changed-for better or worse-when the object in the artist's mind is brought into the tangible world.  That may be generally true, or perhaps just sometimes true, but it is definitely not always true.  Micro-Project 4 turned out exactly as I had pictured.  Not a single thing was different, for better or worse.  I didn't think such things could realistically happen with something of that level of complexity.

If you could redo one project, what would you change and why?

The obvious answer is Micro-Project 3, but I am hesitant to revisit it.  With time I could improve any of the projects, but I don't think I could get Micro-Project 3 to the point where I am actually happy with it.  I think I'd rather leave this defeat alone.  If I'm going to do something again, I'd like to see an improvement.  With that in mind, I'd be interested in taking another crack at Micro-Project 4.  Despite it being my "biggest success," I feel it has the most room to be improved.  Perhaps it turned out so close to what I had imagined because it wasn't ambitious enough.  If I try it again, I may try to do even more with it.

Micro-Assignment 5: Identity at Play

See the video of how I altered the objects here:

Action words:

 -hang
- drop

Begin by brainstorming what your action word means.

Both of these words - drop and hang - are relatively straight forward:
- "hang" means to suspend something
- "drop" means to let something fall

Looking for less immediately obvious definitions, these are options:
- "hang" has a special meaning when it comes to people, where they are hanged by the neck.
- "drop" is also a synonym for collapse, as one would do from physical exhaustion.  If the object were, say, me, I could step off a treadmill and drop to the floor.
- In the context of liquids, a drop (noun) has a different meaning.  Perhaps I could "drop" the object from a water dropper.
- In the context of several abstract things such as a conversation, it can be ended by having it be "dropped", e.g.: None of these less obvious definitions seemed workable, so I dropped them.

What limitations does it present?

- The instructions say that I should "alter" an object in an interesting way.  None of these definitions, when "done" to an inanimate object, change it in any noticeable way.

- Many of these definitions are only applicable in very narrow contexts, such as fluids or people.

What opportunities does it present?

- Attempting to both hang and drop something could be relatively easy, as the two are closely interrelated.
- I could potentially do some play on the meanings of the words and treat a solid inanimate object as though it was liquid or person, which could be interesting.

Pick an object/item that you use on almost a day-to-day basis that you don't give much thought to.  What is that object?

A mechanical pencil.  Several, in fact, as I have a habit of almost always grabbing at least two so I have a spare in case one is out of lead during a quiz or exam where it would be suspicious of me to dig through my bookbag for another.

Use the action word to alter the object in an interesting way.

I decided to connect multiple mechanical pencil in a way such that their normal mechanical operation - the push of the eraser - would result in some of them first hanging then dropping.  I then proceeded to press the eraser until they dropped.  The pending doom of the pencils set to the beat of the mechanical clicks reminded me of the Jaws theme.  I felt it appropriate to reset the system I had built and click away again, this time to the beat of the Jaws theme I found online as I watched the pencils savor their last moments of being attached to the wall in the odd fashion I chose. 

Keep notes throughout the process.

I took a picture of each step.  I'm not sure what else to take note of.

Decide the best way to digitally share your object.

The objects themselves - "altered" by their drop - are of little interest without the journey they took.  The best way to share this journey is by video, accompanied by the sounds of deep though followed by the sound of their pending doom. 

Write a statement explaining the object/item you chose, why you chose it, what word you had, and the process that went into making your final piece.

I chose a handful of mechanical pencils because they were, honestly, the first thing my mind jumped to when I looked for objects/items that I use on an almost day-to-day basis. While I could have kept looking, I felt it would be best to stay true to my first instinct. If nothing else, it would add to the challenge. My words were "drop" and "hang", and I used both of them. To hang and drop the pencils, I connected them in such a way that two pairs were each sharing one piece of lead per pair, then I used the clips to connect the two pairs. I then hooked one of the pencils - "the lucky one" - to a fixture on my wall. I then clicked on "the lucky one"'s eraser until the other three pencils dropped to their clicky-clacky doom. I did this all to the tune of the Jaws theme because that's what the physical process and their accompanying sounds brought to mind.

Responsesto Wallace and Carver

Response to Wallace:

The opening and closing - the water analogy - were brilliant choices.  Most
commencement addresses are typically quite boring.  Something needs to be done
to snag attention early on, or, failing that, something to should be provided
for the audience to chew on while waiting for the speech to end.  Even if the
entire middle of the story was boring, the audience will not be bored: either
they are thinking about the opening themselves, or eagerly awaiting when the
speech will come around and explain the opening.

While the itself was quite strong, the speech was depressing.  I expect when I
am next seated, listening to such a speech, I'd likely prefer something
uplifting and celebratory.

Response to Carver:

I find the phrasing choices of the narrator/protagonist in the flashback at the
beginning quite interesting.  Specifically, I find it interesting that he talks
about himself in third person: "She told the blind man she loved her
husband...", where the narrator is the husband!  There are a number of ways to
interpret exactly why this was done. For example, it could be used to reinforce
the fact that the protagonist, initially, felt excluded by the relationship
between the protagonist's wife and the blind man.

The distaste the protagonist had for the blind man was presented so many times
early on that it was obvious there was going to be a change, and that the
protagonist would warm to the blind man.  Knowing what is coming ruins some of
the fun.

Micro-Project 4

Micro-Project 4

Write a brief paragraph aobut your normal activities in [place where you regularly go].  What do you notice?  If you were to close your eyes, what sounds would let oyu know that you are in this place?

I attend the Open Source Club here at OSU.  The typical structure of a club meeting has one of our members give a presentation on some topic related to open source software.  These presentations often raise topics that people in the audience would like to discuss.  However, for the sake of politeness, we (usually) wait until the presentation is finished before talking amongst ourselves.  Often this discussion is carried on between groups of us as we leave the meeting to return to our residences.  Occasionally, a group of us gathers by a bus station next to a cross walk where we split up: some will take the bus and the others will walk on.  Some very thought-provoking discussions happen at that cross walk as we wait for the inevitable coming of the bus and end of group discussion.  The crosswalk makes noises to assist the blind in knowing when to cross.  I find these noises distracting when I'm attempting to carry on a deep, technical discussion with someone else.  To be clear, I'm glad its there - I see no reason this like major assistance to others should be removed to lessen the ultimately minor annoyance for me.  I find it distracting nonetheless.   Hence, the video below:

 

While I expect most of the video makes sense in the context I laid out above, I expect it is possible that someone would be confused about why I made the day/night switch.  Which itself is the whole point: to be confusing.  When I'm trying to think about complex technical issues with an incessent beep, I can get a bit disoriented.  While frustration is easy to display - tinge things red.  The switching mental focus tied to sound is easy to show with camera cuts synchronized with sound.  Confusion is a bit harder.  The day/night switch seems a good way to go about it.

Craft a summarizing statement of this process.

The majority of the process boiled down to: (1) Finding a place I would recognize from the noise.  (2) Figuring out what I want to say about this place in a way that is tied to the noise.  (3) Figuring out how to use sound and video to express these thoughts.

How did your initial visit to the place transform through the process?

It changed very little, as once the assignment was described I knew immediately what I wanted to do.

What kind of emotions do you think your final piece creates?

Hopefully, frustration and confusion.  If I can get across the feeling of attempting to focus on one thing while being distracted by another, that would also be great, but I'm not sure that is technically considered an emotion.

Did you make overt decisions about the piece or were there happy accidents?

Everything about the piece (that I find of note) was calculated and purposeful - if there is any happy accidents within it, I've not noticed them.

What was satisifying about the experience?

Often, when I attempt to create a work of art, the end result isn't exactly what I had imagined.  This doesn't mean it is bad - it may be better than what I had planed - but it isn't what I wanted.  Here, when I first saw the final video, I felt it was exactly what I wanted.  Everything fell into place.  That feeling, in a single word, is satisfaction.  Moreover, I feel this gave me a bit of an outlet to express my frustration with that damnable beeping, which, too, was satisifying.

What didn't you like?

Other than the beeping itself, absolutely nothing about the process was unpleasant.  This is my favorite thing I've done for this class thus far.

Micro-project 3

Micro-project 3

Years ago I decided that I wanted to learn how to pick locks.  Ideally I would never need to utilize this skill, but one can never know, and it doesn't hurt to be prepared.  I purchased a lock to practice on.  The key you find below corresponds to this lock.  I've never used this key, but I like to carry it around with me as a reminder to always be prepared.

Preparation.

Since I am known as a computer guy, I am often asked to assist with computer problems, usually without much of a heads-up.  I carry the flash drive you see below around with me.  It contains numerous software tools to assist with fixing computers.

Further Preparation.

I enjoy playing video games competitively.  As a result, I am regularly challenged to put money on a  game.  Sometimes I win, sometimes I lose.  In one particuluarly satisfying match I won a two dollar bill  which I like to keep with me to remind me that while sometime I lose, sometimes I win.

Victory.

It is customary for Ashkenazi Jews to name their children after a relative who has passed away.  I was named after an uncle who died in the Yom Kippur War. The 9mm bullet you see below was manufactured in one of same factories that provided this uncle with ammunition he used in said war.  Living in the United States it is easy to forget this heritage; I wear the bullet to remind me of my namesake.

Heritage.

My primary hobby is programming.  I simply enjoy creating intricate and useful things.  While I generally prefer using a desktop, it restricts me to coding only when it is available.  A laptop, on the other hand, I can take with me.

Creation.

Using these images to create a single picture that - standing alone - says something about me proved to be very difficult for me.  None of the items above - or really anything I carry on my person - says anything about me without the story behind them.  I don't see how I could possibly tell someone anything about myself just by showing them, say, the image of my never-used key, beyond the fact that I carry a key around with me, just as a great number of other people do.  It doesn't matter how I utilize things like size or orientation.

Since thinking about what I am unable to do wouldn't really get me anywhere, I decided to focus on what I could do that would actually say something unique about myself and ran from there.  One way in which I am relatively unique is that I primarily use computers to create rather than (just) consume.  I don't just watch youtube and post on facebook, but rather create software.  My focus is not what I see on the screen but what I can do with the keyboard.  Hence, the picture below.

I'm not sure it works.  I tried numerous variations, none of which really stood out to me.  In the end I decided to settle on this.  The keyboard-in-the-screen should be recognizable to others, and since it is a bit odd, it will hopefully generate some thought as to why I did this.  The picture is sufficiently simple
that there isn't anything else to focus on - the viewer has no choice but to think about exactly what I want them to think about.

It does not say anything about my self-taught lock picking skill, my competitive video game playing or my heritage.  It hardly says anything at all. I'm not even sure it completely meets the requirements of the assignment, since it only utilizes one of my five items.  I'd like to think, though, that it does say at least one thing: when the person who made that image looks at a computer, he sees the tools to create rather than consume.