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Say it Once Say it Again

For our final we were told to think of any of the previous art projects made by others in the class, and reimagine the project using a different artistic medium. We had to try to preserve the original intention and message behind the first project, but adding in our own voice with the new medium we use. For our first video art project, Airy made a video trying to talk to her younger self, by interacting with the art she had made for a show about her family and childhood. I deeply resonated with the emotions she conveyed in her video, and I wanted to make a piece that conveyed that same frustration. We want to be able to remember who we were as kids, to be that version again, but time and experiences change us and create a disconnect.  To reimagine her video, I decided to make a layered image. I printed out a picture of myself as a kid, on top I used a sheet of transparent tracing paper and wrote out a letter to myself as a kid, expressing that longing to know her and the frustratio...
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3 Perspectives Video

 For our video on three perspectives, I immediately had the idea to try and construct a memory through video art. I had a lot of pictures and videos from my time studying abroad in Mexico and I wanted to add them all together in an artistic way to produce a messy version of what it is like to remember a moment.  My plan was to record myself talking about my experience in Mexico, and then have friends talk about my experience in Mexico. With these videos, and the preexisting ones from the semester there, I was going to separate the video from the audio to use them independently. That way I had pictures, the audio from my videos, the videos without sound, and audio recordings from the city in Mexico or from my friends there who have sent me voice messages. At the beginning of my video I wanted to have all these different forms of media played one at a time. I would have had pictures play for 3 seconds, and videos play without audio, and audio played with a black screen. My idea ...
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Ending Where You Begin Video Project

 For this introduction to video art, we were prompted to make a short 25-45 second video. We could choose to either turn a perspective inside out or end where we begin.  I thought a simple project could be one that highlights the overwhelming nature of having to constantly do laundry in college. I had my friends record me doing different the different steps of laundry, and when I had finally put everything away, I had them record me discovering more dirty clothes that needed washing. I ended where I began with the need to do laundry.  Even though it was a simple project, I think it effectively communicated the overwhelmingness of needing to constantly do laundry as students with full schedules.
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Prop and Generosity Performance Art

Since being in college I've bought an insane amount of the small discounted flower bouquets from Trader Joes. I buy it whenever I want to add color to my dorm room or get a small gift for my friends. Because this project was about generosity, I immediately thought about using flowers as my prompt.  For the performance I handed out a triangle piece of newsprint, one flower, and string to each person in the class. While I was handing it all out, I prompted people to think about a recent moment where they had felt lonely. I then asked each person to write something simple that they would have appreciated in that loneliness. I then asked everyone to pass the paper to the right and write down the same phrase or affirmation. The papers made it around the entire table so that each one had a list of 18 different affirmations written on it. Each person then took their paper and wrapped it around the flower I had given them at the beginning. As they were assembling their flower I went around...
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Ritual and Personal Space Installation

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In my first semester of college I took a writing intensive seminar style class in literature. I remember learning a lot, but I also felt that I never shared as much as I should have in class, nor did I write as well as others in class. I was constantly worried about what everyone would think about my ideas, and it prevented me from fully experiencing what the class had to offer.  I decided to address this insecurity, as well as my problems with writers block, in my personal space and installation project. In my personal space and installation project I went back to the same classroom every day for 5 days and I sat in my same spot around the seminar table to write. I set a 20 minute timer and wrote non-stop, without allowing myself time to think or hesitate. By the end of the 5 days I had filled both sides of a large newsprint paper.  This performance art piece shifted my experience of the space from one of intimidation to one of comfort and self-expression. I also now have a p...
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Meet in the middle

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In class we were randomly assigned partners and were told to meet at the exact halfway point between our two dorm in order to set up an installation that would heighten or alter people's understanding and interaction of the space. My partner and I met at the stairs between our two dorm halls and decided to set up a waterfall installation with salmon jumping up the steps. Our goal was to have the river cover the stairs so people walking up then would be participating with the fish in their struggle upstream, but we ran out of chalk and had to make the installation smaller. When presenting with the class, some appreciated how the installation represented the struggle students on campus face when they head up to their different classes every morning. Another student mentioned how this is the current migration season for these salmon, and they thought our art did a good job of showing that change in seasons and the shift towards new beginnings.
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Measuring Histories

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For this assignment we were prompted to find a way to measure our personal stories. I drew inspiration from examples we were shown that used quantifiable and mathematical measurements to record experiences. I decided to write down every place I've lived, and then calculated the distance in miles between each place, adding them up to get a grad total. Because I wanted to highlight not just my own histories, but those of my parents as well, I asked them to do the same. When I finally had all these distances recorded, I came up with a ratio that I could use to represent these distances on a smaller scale. I converted each of our total distances to inches and used those new measurements to cut out cut three lengths of twine. Each black dot on the twine represents a different place lived. I then used a different ratio to convert the original distances in miles to minutes. I drew us each a portrait allowing myself only the amount of minutes we each had corresponding to our distances trav...
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