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| First Name | Last Name | Group | Location | |||
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| Dajon | Acevedo | 1 | Overton Park | Tuesday April 16th | ||
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| Alexandria | Bell | 1 | Men's bathroom by Studio 1 | Thursday April 11th | ||
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| Logan | Bernabo | 1 | Studio 1 & 2 | Thursday April 11th | ||
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| Margaret | Davis | 1 | Dumpster in North Parking Lot | Tuesday April 16th | ||
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| Ashley | DeBerry | 1 | No Contract: Model | Thursday April 11th | ||
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| Glenn | Fiscus | 1 | Stub hallway (West Callicott rear wing entrance/exit by metals) | Thursday April 11th | ||
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| Jason | Jordon | 1 | Garden lawn behind Rust Hall (West side) | Tuesday April 16th | ||
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| Grace | Shore | 1 | 3rd floor Rust Hall balcony facing the Levitt Shell | Tuesday April 16th | ||
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| Cara | DiStefano | 2 | Student Lounge | Tuesday April 16th | ||
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| Ham | Dorries | 2 | Studio 2 | Tuesday April 16th | ||
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| Lisa | Fears | 2 | Locker #24 | Thursday April 11th | ||
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| Kalon | Fowler | 2 | Callicott | Thursday April 11th | ||
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| Esteban | Pilo-Pais | 2 | Overton Park | Tuesday April 16th | ||
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| Ashley | Prescott | 2 | Elevator by Photo | Thursday April 11th | ||
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| Amanda | Recklein | 2 | Granny's garden | Tuesday April 16th | ||
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| Sarah | Robbins | 2 | No Contract: Model | Thursday April 11th | ||
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| Emily | Stewart | 2 | Studio 3 | Thursday April 11th | ||
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| Bailey | Brocato | 3 | Callicott Stage | Tuesday April 16th | ||
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| Matthew | Cardenas | 3 | Stub hallway (East Callicott rear wing entrance/exit by MacLab 3) | Tuesday April 16th | ||
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| Marcus | Clark | 3 | Outside the South East elevator (by MacLab 3) | Thursday April 11th | ||
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| Ben | Hancock | 3 | Front Lawn (South East side of Rust Hall | Tuesday April 16th | ||
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| Signe | Johnson | 3 | Patio outside library | Tuesday April 16th | ||
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| Amanda | Morley | 3 | Library | Thursday April 11th | ||
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| Kara | Odea (O.Day) | 3 | Front steps of Rust Hall | Tuesday April 16th | ||
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| Cheeto | Spencer | 3 | Student Lounge | Thursday April 11th | ||
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| Joshua | Strydom | 3 | Staircase - Basement Level by small metals | Thursday April 11th | ||
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Note of Future Assignment
Data Project - Phase One
Process Development and Data Generation
The data project is a two-phase project that encourages you to consider and develop a systematic approach as a means for creative generation. The first phase involves conceiving and developing a process related to your theme and using that process as a means of creating or capturing information in a systematic manner.
The data project is, in a way, a story within a story. We say this because we want you to both investigate using process or action as a significant contributor to content and because we want you to consider a new process or method for creative development. What we are asking you to do is to "use verbs as materials." Just as we asked you in other projects to use materials, sequence, form, and space as vehicles for imparting meaning, this time we are asking you to develop and use a process to relay meaning. To start finding relevant processes, actions, or verbs it may be helpful to look back at previous homework assignments or to do an exercise similar to the metaphor exercise from earlier this semester. Start with a verb, action word or phrase based on your direction. Then list abstract elements or descriptors for the source word or phrase. Then make a secondary set of lists of processes, actions, or verbs. Each secondary list should contain verbs, actions, and processes that relate to an element from the first list. From this structured brainstorming you should develop a candidate list of potential processes for use in your project.
Next you will choose a relevant process, put that process into action, and then figure out how to collect that which the process creates or how to record some consistent legacy of that action. A key aspect of this phase is that we are asking you to devise a method for collecting information/creative data/material/s/ that are generated by systematic steps you create. In other words, you can think of your process as a kind of machine that will "make stuff" for you as you execute its steps. With that said, keep in mind that you shouldn't expect the results of your process-execution to be finished products in any way at this point. Instead, expect what you collect or produce to be evidence of your controlled exploration or something that you can spread out and analyze at a later date.
While unleashing your process we ask only four things:
1. Develop and use a process that relates to your topic and or direction
2. Execute said process consistently so that you end up with a collection of visual materials.
3. The materials collected or generated, by running through the steps of your process, should be a compilation of things which you cannot fully predict the outcome of. In other words, what you will do with your collection in the future is beyond the scope of the first part of this project.
4. Run said process, action, or steps at least twenty times in the same manner. Collect the results or legacy of this repeated action in a form you can easily transport to and from school. All collections must include visual elements beyond written language.
Before you get too deep into the project it may be helpful to look up the definitions for the following words: risk, process, test, procedure, method, system, systematic, repetition, experiment, data, information, and uncertainty.
This first phase of the project is meant to do two primary things:
1. investigate some aspect of your topic
and
2. create a body of information which will inspire and inform your creative response in Phase Two of the project.
Make it fun and inspiring for yourself by creating an process that in some way probes questions of interest to you.
General Project Note Reminder:
Experimentation, by its nature, necessitates a journey into the unknown. If you knew everything about the whole of what you would discover, you wouldn't bother designing and running this generative process in the first place, (you would just do and make what first comes to mind). We understand that it is uncomfortable to investigate that which you do not know. In other words, we realize that it is hard to commit time and effort to doing something when you can not picture the final outcome. However, in this assignment we are explicitly asking you to take risks so that you can truly learn something new outside of what you may expect. You will know that you are on the right track if your experiment's controls and parameters link resulting data in such a way that one can easily tell generation resulted from the same activity. Remember, visual data (images and objects, video) will be a valuable asset to you in the second half of this project. Surveys and other strictly written language materials will not be acceptable unless they are accompanied by non-written, visual evidence. Be inventive!
Assignment 1 - Process and Action in Steps
c23_a1
Due: Friday, April 12th
Format: Completed in the logbook and correctly indexed.
c23_a1
Due: Friday, April 12th
Format: Completed in the logbook and correctly indexed.
This assignment is engineered to help you with the present project and will hopefully alleviate stress when the time comes to use process in conjunction with assignments in the future. It may be helpful to look up the term 'process' in the dictionary and to find additional words describing it in the thesaurus.
Identify, record, and dissect processes that could relate to your idea and direction. These can come from the metaphor worksheet (c14_a1) if you like and should be related to your overall idea and direction. For example, if the idea is 'relationship' and the specific direction or focus is 'How are intimate bonds weakened', some possible actions or processes related to this could be the following:
• Breaking something
• Utilization of a tool or object to pry something apart
• A chemical reaction
• The steps for wearing an object down
• The steps of cell replication
• The steps of surgical removal
Identify at least ten different possible actions or processes (verbs) related to what you are pursing this semester (like the list above).
Next, break each process in the list into steps or phases which compose said action/process. Be sure to include materials or tools that might be necessary parts of the action/process as well as characters and contexts. Additionally, find and collect images that represent items in your lists.
If you find yourself at a loss when it comes to listing processes or actions, try using the procedures from the Strategies for Discovering Influence handout to help you flesh out samples from your research. Come to us for help, if you like, as this may be a new way of thinking about your theme and process for many of you. This exercise could easily fill a dozen pages in your logbook.
Identify, record, and dissect processes that could relate to your idea and direction. These can come from the metaphor worksheet (c14_a1) if you like and should be related to your overall idea and direction. For example, if the idea is 'relationship' and the specific direction or focus is 'How are intimate bonds weakened', some possible actions or processes related to this could be the following:
• Breaking something
• Utilization of a tool or object to pry something apart
• A chemical reaction
• The steps for wearing an object down
• The steps of cell replication
• The steps of surgical removal
Identify at least ten different possible actions or processes (verbs) related to what you are pursing this semester (like the list above).
Next, break each process in the list into steps or phases which compose said action/process. Be sure to include materials or tools that might be necessary parts of the action/process as well as characters and contexts. Additionally, find and collect images that represent items in your lists.
If you find yourself at a loss when it comes to listing processes or actions, try using the procedures from the Strategies for Discovering Influence handout to help you flesh out samples from your research. Come to us for help, if you like, as this may be a new way of thinking about your theme and process for many of you. This exercise could easily fill a dozen pages in your logbook.
Assignment 2: Structured Brainstorming and Idea Development
c23_a2
Due: Friday, April 12th
Format: Three different potential processes broken down into steps and three different project ideas recorded in your idea logbook by the beginning of class at 1:00pm
To begin, brainstorm about the conceptual relationship between an aspect of your idea and processes or actions in your Idea Logbook. Try the exercise we used for building metaphors. Once you have made a conceptual link between idea and process, you can start to develop ideas in regard to generating or collecting data in such a way that exploits the link between idea and process.
Come with questions to the next class meeting (Thursday, April 11). Additionally you may have to meet with us during office hours if you are seeking additional comment or guidance. In meeting with any of us, please have ready at least three different potential processes through which you intend to generate or collect information for discussion.
Assignment 3 - Design the System
c23_a3
Due: Thursday, April 18th
Format: As a printed document to hand in. Also, as part of your presentation for Assignment 5 below: c23_a5
Describe in writing the systematic process (experiment) designed by you and used to generate or create data
* Include all steps, parameters, and constants that will carry through each iteration of this process or experiment
* Include the number of repetitions or duration of the experiment (at least 20).
* Describe how this experiment connects to your topic and direction
Assignment 4 - Data Collection and Generation
c23_a4
Due: Thursday, April 18th
Format: Physical evidence of what you generate and/or collect running through the steps of your design, in a format that can easily be brought to and shown in class. See more details below. Also, as part of your presentation for Assignment 6 below: c23_a6
Implement/execute the systematic process or experiment designed in Assignment 2: c23_a2 and collect/generate all the resulting data. The data you collect should reflect at least four hours worth of work and your systematic process should be run at the very least 20 times.
The record of collected or generated data must be in a presentable format that can be easily brought to class. Acceptable formats include:
* Photographic
* Paper-based (drawings, letters, documents)
* Sound recordings (put these into a format where we can get a sample of all collected)
* Small Object(s)
* Video recordings
* Relics
Assignment 5 - Data Assessment
c23_a5
Due: Thursday, April 18th
Format: Typed and printed to turn in at the beginning of class at 1:00 pm sharp. Also, as part of your presentation for Assignment 6 below: c23_a6
Find a place or method for looking at all you've collected or generated through the process you created and ran through at least 20 times. Be sure that you are able to observe everything (all materials) at one time, so that studying and access in one sitting is attainable. Create and print a list of at least 6 observations, discoveries, connections, and assessments about the information you collected in Assignment 4 - Data Collection and Generation (c23_a4).
Assignment 6 - Presentation
c23_a6
Due: Thursday, April 18th
Format: At the beginning of class, 1:00pm sharp. Look below for a list of details
Develop a five-minute presentation that includes elements from the last week’s and the above assignments-
1. A short typed written summary with the following three points:
* A description of the systematic process or experiment designed in Assignment 3 – Design the System (c23_a3)
* A written description of the data you collected in Assignment 4 – Data Collection and Generation (c23_a4)
* A list of at least 5 observations, discoveries, connections, and assessments about the information you collected (Assignment 5 - Data Assessment c23_a5)
2. The actual physical data you collected in Assignment 4 - c23_a4 Data Collection and Generation, in a format that can be shown quickly and viewed as a whole
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