Video/animation Archive

Aims (original)

The workshop is split into two morning seminars, the Absent Body and Interactive Performance and Media Integration. All participants work together in afternon sessions to develop collaborative projects. See schedule.

Questions and Answers:

Question #20: What can you say you have learned after the 10 full working days of the workshop?

Answer #1: I've learned that I have a lot to learn. MAX/MSP is a very powerful tool as well as many of the other animation programs we explored. I think you are really bounded only by your imagination and willingness to explore. (Tracie Yorke)

Answer #2: A lot. My time at ASU was priceless and the exposure that I received with the facility, ideas, programs, peers and staff was so influential. Granted, the initial first few starting days were a little discombobulating because of all the information (both visually and technologically) that was introduced it was all manageable – for me at least. I did enjoy the discussions that were instigated which I thoroughly enjoyed continuing with my classmates outside of the workshop environment. I do not know though how crucial it was for me to produce a cohesive or impacting piece because my main focus was to learn than to make art – at that moment in particular. I think by possibly removing or selectively waiting until the later days of the work shop to introduce content would be wiser. That way the earlier days of the workshop could focused on learning the programs, transitioning that knowledge or work into the mediated space, viewing the aesthetic and technical possibilities available with the introductory knowledge already being processed, tweaking with the devices that are available to us within the space, and then revisiting the drawing board with an intent direction in mind. I think we all appreciated working on projects in the mediated space but the pressure of trying to create work that had depth was either too cumbersome or difficult to conceive on top of the information we were already processing. It’s like trying to solve an algebra problem with elementary mathematical skills. What may help this is to have a little more of a regimented curriculum that would not idol too long on direction. Possibly by having more specific tasks or projects in mind or preconceived would help. Like that idea of a tutorial where a final product is presented, basic instructions or a template is offered, and the student works through the different stages of production on their own (being introduced to new or already experienced information along the way) until they have reach the final product which had been presented at the beginning of the exercise. I think that would be a great approach because it is interdisciplinary, the student can utilize their instructors when needed, insightful and productive, removes any subjective distractions, and can work well in group or team settings.
Also, I would like to encourage movement class and developing or integrating into the workshop or the projects in the mediated space. Not only was the idea of learning from a computer generated model fascinating, but I feel that the movement covered could be material used later in the workshop. So, possibly developing specifically defined patterns or combinations would be influential and time efficient.
Never the less, I thoroughly enjoyed my time at the workshop! I felt was offered great insight into the field of D&T, made the best of all that was available to me, was cared for and accommodated splendidly both in lodging and at the workshop, connected with my peers and instructors on numerous levels, made wonderful connections, given great resources to consult, was stimulated with the discussions and topics covered, and I got to visit the desert! (Ricky Alvarez)

Images

Rehearsal for Informal Showing

Afternoon Work Session

Yacov and interactive animations