Curating Public Narratives 2015: Group Mission Statement: Taylor, Rick, Tiffany & Sea In

Course Description

This course will investigate the ways in which artists have presented narratives in the public realm and the organizations that have made the presentation of those works central to their curatorial practices over the last 40 years. Focusing on recent works presented in New York’s public spaces by Creative Time, The Public Art Fund, the Percent for Art Program, Arts for Transit and other non-profits organizations, this course will look at what it meant to tell stories and open discourses that challenged or interrogated widely-held value systems, the events and the politics of their time. In addition to the specifics of current and other key works and projects, we will discuss the conditions that governed the development of public performance, temporary and permanent installations, the ways in which those works were influenced by public approval processes and governmental agencies, media coverage and community response. Each student’s final project will be an on-line proposal for an exhibition that conveys a “narrative“ developed in the context of this course, referencing other relevant works .

Tuesday, October 13, 2015

Group Mission Statement: Taylor, Rick, Tiffany & Sea In

How does extracting the context of an environment and inserting it into a new environment effect the behavior of the users in the space? We are interested in giving users a new perspective on a repetitive action they do everyday, such as riding the subway. How might the experience become more enjoyable by the introduction of a recreational space into one that is considered dismal. We are looking at altering or inserting new elements or materials to see what type of behavioral changes that could occur. A park is a place people go to enjoy their time and get away from the chaos of the city. The subway is a place in which is a required mode of transportation people are obligated to go to, instead of choosing to do so. If we literally insert elements of a given park in the subway does it replicate the same emotions?

Taylor : Interior Design Art Direction

As an interior design major, many elements are thought about in creating an entire environment. I will study the given sounds brought into a park, materiality, lighting, and overall intended spacial qualities. The concept could include introducing grass on the flooring of the subway, and the use of natural materials. Lighting should be imitating daylight, instead of harsh fluorescents. Thinking about extracting and inserting elements out of contexts serves as an interior design experiment this way to test human reaction.

Rick Rodriguez : Communication Design
I’m particularly interested in the interaction people have with software. For this project I would really like to take a look how an installation is able to encourage interaction while not being a distraction for the people who simply wish to board a train for their commute. I will be considering such practices as interactive projection and having media change once a user begins to interact with it. For the purpose to make the waiting time be more engaging rather than unbearable.

Tiffany Kao: Design and Technology

I am interested in how we can use technology to create an interactive experience with the space around us. For this project I would like to provide the techniques of rapid prototyping for such a large scale project like this, specifically on projection mapping mockup, motion graphics, etc. Also I can offer my knowledge in the tech aspect of this project, specifically in physical computing, projector setup, and coding.

Sea In Kang : Illustration

I think I am interested in offering a short animation with my illustrations. Using my major that mainly working with drawings, I think I can provide the moment that will catch people’s eyes looking at the animation that will be projecting on the wall. Being a part of the group, I am excited to see what is going to happen with our project that will be interacting with people in the public space.

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Divisional, Program and Class Policies

● Responsibility

Students are responsible for all assignments, even if they are absent. Late papers, failure to complete the readings assigned for class discussion, and lack of preparedness for in-class discussions and presentations will jeopardize your successful completion of this course.

● Participation

Class participation is an essential part of class and includes: keeping up with reading, contributing meaningfully to class discussions, active participation in group work, and coming to class regularly and on time.

● Attendance

Faculty members may fail any student who is absent for a significant portion of class time. A significant portion of class time is defined as three absences for classes that meet once per week and four absences for classes that meet two or more times per week. During intensive summer sessions a significant portion of class time is defined as two absences. Lateness or early departure from class may also translate into one full absence.

● Canvas

Use of Canvas may be an important resource for this class. Students should check it for announcements before coming to class each week.

● Delays

In rare instances, I may be delayed arriving to class. If I have not arrived by the time class is scheduled to start, you must wait a minimum of thirty minutes for my arrival. In the event that I will miss class entirely, a sign will be posted at the classroom indicating your assignment for the next class meeting.

● Academic Integrity

This is NSU’s Statement on Academic Integrity: Plagiarism and cheating of any kind in the course of academic work will not be tolerated. Academic honesty includes accurate use of quotations, as well as appropriate and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research findings or any aspect of the work of others (including that of instructors and other students). These standards of academic honesty and citation of sources apply to all forms of academic work (examinations, essays, theses, computer work, art and design work, oral presentations, and other projects).

It is the responsibility of students to learn the procedures specific to their discipline for correctly and appropriately differentiating their own work from that of others. Compromising your academic integrity may lead to serious consequences, including (but not limited to) one or more of the following: failure of the assignment, failure of the course, academic warning, disciplinary probation, suspension from the university, or dismissal from the university.

Every student at Parsons signs an Academic Integrity Statement as a part of the registration process. Thus, you are held responsible for being familiar with, understanding, adhering to and upholding the spirit and standards of academic integrity as set forth by the Parsons Student Handbook.

Guidelines for Written Assignments

Plagiarism is the use of another person's words or ideas in any academic work using books, journals, internet postings, or other student papers without proper acknowledgment. For further information on proper acknowledgment and plagiarism, including expectations for paraphrasing source material and proper forms of citation in research and writing, students should consult the Chicago Manual of Style (cf. Turabian, 6^th edition). The New School University Writing Center also provides useful on-line resources to help students understand and avoid plagiarism. See www.newschool.edu/admin/writingcenter/usefullinks.html.

Students must receive prior permission from instructors to submit the same or substantially overlapping material for two different assignments. Submission of the same work for two assignments without the prior permission of instructors is plagiarism.

● Student Disability Services

In keeping with the University’s policy of providing equal access for students with disabilities, any student with a disability who needs academic accommodations is welcome to meet with me privately. All conversations will be kept confidential. Students requesting any accommodations will also need to meet with Jason Luchs in the office of Student Disability Services, who will conduct an intake, and if appropriate, provide an academic accommodation notification letter to you to bring to me. At that point I will review the letter with you and discuss these accommodations in relation to this course. Mr. Luchs’ office is located in 79 Fifth Avenue, 5^th floor. His direct line is (212) 229-5626 x3135. You may also access more information through the University’s web site at www.newschool.edu/studentservices/disability/

Course Description

Tuesday, October 13, 2015

Group Mission Statement: Taylor, Rick, Tiffany & Sea In

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