Monday, March 31, 2014

Archive of Socially Engaged Practices 1991-2011

View all projects here at creativetime.org

Absolute Stockholm; Label or Life, City on a Platform?

Bik van der Pol

Stockholm, Sweden

2000-2001



Bik van der Pol installed Absolute Stockholm: Label or Life, City on a Platform? at the Moderna Muskeet Projekt in Stockholm.  His installation is a reproduction of a Absolute Vodka billboard in New York City. Bik van der Pol collaged Ikea furniture in the shape of an Absolute Vodka bottle. By utilizing two Swedish companies, he combined an advertisers image of reality and the basic physical and organizational structures and facilities of daily living. In addition to the installation, the team, comprised of Liesbeth Bik and Jos van der Pol, also organized meetings in selected public spaces around Stockholm to examine the Swedish social model and the often utopian histories of these public spaces.
The Absolute Vodka brand and Ikea superstore have become such a familiar brands to the world. They stand as a result to capitalism in the economic system of our world. The Stockholm based businesses have both grown into international brands. Although our economy has capitalistic elements, these two major brands also control most of the market. With the use of advertising, these brands manipulate the consumers to do what they propose in their Ads. Even when one walks into Ikea, the layout of the products embody the infrastructure of daily living and how it should be. In the installation, the collage of Ikea furniture in the Absolute Vodka billboard shows how the consumption of products on our daily life is highly influenced by big businesses. 

Burning Man
Black Rock Desert, Nevada
1986-





Beginning the Monday before and leading up to Labor Day holiday, Black Rock Desert in northern Nevada holds Burning Man; an annual festival dedicated to community, radical expression and experimental living. Art and activities determined by the participants take place throughout the festival which builds up to the ritual burning of the 40-foot tall wooden effigy. No cash is exchanged, civic responsibility is a critical objective, and participants are required to "leave no trace" after the festival.
 The Burning Man initiated in 1986 in San Francisco when 20 friends assembled on the beach to honor the summer solstice with the burning of a wooden "man." The festival came to Nevada in 1990 and became increasingly popular in both attendance and cultural impact. For many, The Burning Man represents an art project that embodies the theory that human behavior is determined by surrounding circumstances rather than by personal qualities. Also, the festival serves as a practical exploration of utopia, autonomy, and self-governance.



  • Radical Inclusion
    • Anyone may be a part of Burning Man. We welcome and respect the stranger. No prerequisites exist for participation in our community.
  • Gifting
    • Burning Man is devoted to acts of gift giving. The value of a gift is unconditional. Gifting does not contemplate a return or an exchange for something of equal value.
  • Decommodification
    • In order to preserve the spirit of gifting, our community seeks to create social environments that are unmediated by commercial sponsorships, transactions, or advertising. We stand ready to protect our culture from such exploitation. We resist the substitution of consumption for participatory experience.
  • Radical Self-reliance
    • Burning Man encourages the individual to discover, exercise and rely on his or her inner resources.
  • Radical Self-expression
    • Radical self-expression arises from the unique gifts of the individual. No one other than the individual or a collaborating group can determine its content. It is offered as a gift to others. In this spirit, the giver should respect the rights and liberties of the recipient.
  • Communal Effort
    • Our community values creative cooperation and collaboration. We strive to produce, promote and protect social networks, public spaces, works of art, and methods of communication that support such interaction.
  • Civic Responsibility
    • We value civil society. Community members who organize events should assume responsibility for public welfare and endeavor to communicate civic responsibilities to participants. They must also assume responsibility for conducting events in accordance with local, state and federal laws.
  • Leaving No Trace
    • Our community respects the environment. We are committed to leaving no physical trace of our activities wherever we gather. We clean up after ourselves and endeavor, whenever possible, to leave such places in a better state than when we found them.
  • Participation
    • Our community is committed to a radically participatory ethic. We believe that transformative change, whether in the individual or in society, can occur only through the medium of deeply personal participation. We achieve being through doing. Everyone is invited to work. Everyone is invited to play. We make the world real through actions that open the heart.
  • Immediacy
    • Immediate experience is, in many ways, the most important touchstone of value in our culture. We seek to overcome barriers that stand between us and a recognition of our inner selves, the reality of those around us, participation in society, and contact with a natural world exceeding human powers. No idea can substitute for this experience.
What Would Happen if We Did That?
Elin Stroöm

MALMÖ, SWEDEN

1993




In 1993, Elin Wikström asked herself, "What would happen if everyone did that?" to set the theme for her performance and conceptual project. During business hours of a grocery store in Malmo, Sweden she intervened with the space by placing a mattress on the floor of the store, laying on it, and doing nothing for three weeks. 
In this piece, the artist's body is the medium, which transformed the space around her and the visitors actions within the grocery store. The shoppers' presence was essential to the content of the performance because their reaction to the piece highlights how the piece interfered with social norms, value systems, and codes of behavior. 

Saturday, March 22, 2014

Research Statement


133 Berry Street
Brooklyn, NY

I find it a challenge to intervene with the Williamsburg neighborhood partly because the area consists of many developed resources. Williamsburg already contains many green areas (parks), shops, and residential buildings. Innovation is everywhere in the area which is essential for an area to move forward but, it also strips away the rich history and original aura of Williamsburg. I want to create a community engaged designed space that brings the old Williamsburg to the present Williamsburg.

Before I do that, I need to deeply investigate the area and it's history in order to focus on one topic. I want to understand the area and why it is becoming to gentrified today. 

First step in my research of my location is to put it into context with the surrounding environment. To do so, I am going to research the history of Williamsburg. I mainly want to focus on the migration of the inhabitants and their impact on the overall mood/ambiance of Williamsburg. 
Next, I want to find more information about the gentrification of Williamsburg. I want to find how the cost of living there has changed, what has caused the cost of living there to increase? I then want to see the gentrification effects on the residents of Williamsburg. What are the demographics and the area? Is there a division between the new and old residents? How do old residents feel about the changing neighborhood? How do new residents feel about the neighborhood? Why is Williamsburg a "hipster" hot spot?
I then want to focus in on the people in the area. What is the present culture? How was the atmosphere shifted in the past 30 years?  Do most inhabitants commute to Manhattan for work? Schools in the area? More families moving in? What are the most popular spots to visit in Williamsburg? How safe is the area? How spiritual are the people? How popular is street art? What is the culture of the street life in the area?

With this information above, I can put my site in context with the surrounding environment. I want to find out what used to be in the empty lot I have chosen and why it is a deserted piece of space on the block. 
Since a Tibetan cultural center is being built beside my chosen lot, I want to find out exactly why that is being built there. Also, I have to research more background information on Tibetan culture. Is there a strong Tibetan influence in the area? If so, I could make my space in relation with the Tibetan Cultural Center. 

The topics I want to research above will pave the way for an overall theme to my research paper. My research paper is more along the lines of an inquiry.




Below is a start of research material and resource information to explore:
(I used www.worldcat.org)

  • For context on Williamsburg:
    • 1) Benardo, Leonard, and Jennifer Weiss. Brooklyn by Name: How the Neighborhoods, Streets, Parks, Bridges, and More Got Their Names. New York: New York UP, 2006. Print.
    • Cianni, Vincent. Photographic Prints Depicting Roller Blade and Street Culture in the Williamsburg Neighborhood of Brooklyn, New York. 1983-2004. Archive of Documentry Arts (Duke University), Durham, NC. David M. Rubenstein Rare Book & Manuscript Library, Duke University. N.p.: n.p., n.d. N. pag. Web. <http://library.duke.edu/rubenstein/findingaids/ciannivince/>.
      • I have to contact archivists to have online access.
    • Reiss, Marcia. Williamsburg Neighborhood History Guide. Brooklyn, NY: Brooklyn Historical Society, 2000. Print.
    • Columbia University Libraries/Information Resources:
      • Link to catalogue search of "williamsburg" http://clio.columbia.edu/catalog?q=williamsburg&search_field=all_fields&commit=Search
    • DeSena, Judith N., and Timothy Shortell. The World in Brooklyn: Gentrification, Immigration, and Ethnic Politics in a Global City. Lanham: Lexington, 2012. Print.
      • Location: NYU Elmer Holmes Bobst Library New York, NY 10012 United States
    • PLACES TO VISIT AND FIND MORE INFORMATION:
      • New York University: University Archives

      • Elmer Holmes Bobst Library, 10th Floor
        New York,  New York  10012  MAP IT
        United States
      • Brooklyn Public Liabrary
  • Culture:
    • Anasi, Robert. The Last Bohemia: Scenes from the Life of Williamsburg, Brooklyn. New York: Farrar, Straus and Giroux, 2012. Print.
      • Summary: A former resident describes the transformation of Williamsburg, Brooklyn which went from a gritty industrial district, to an artist's colony, to housing members of the dot-com boom, to an area now known for hipster culture and real-estate development.
      • Loacation: NYU Elmer Holmes Bobst Library New York, NY 10012 United St
    • Abramovitch, Ilana, and Seán Galvin. Jews of Brooklyn. Hanover, NH: University of New England Brandeis UP, 2002. Print.
      • Location: NYU Elmer Holmes Bobst Library New York, NY 10012 United States
    • Bauman, Wendy, and Michael Cohn. The Hasidic Community of Williamsburg, Brooklyn. Brooklyn: Brooklyn Children's Museum, Brooklyn Institute of Arts and Sciences, 1963. Print.
      • Location: Brooklyn Museum Libraries and Archives
    • Nathan, Paul. Generation Ink: Williamsburg, Brooklyn. Brooklyn, NY: Pelluceo, 2012. Print.
      • Summary: A short stroll up Bedford Avenue in Williamsburg, Brooklyn, reveals a veritable walking art gallery with flesh as medium. Hipsters sit on the stoops of brownstones or on the benches outside cafes and restaurants showing off their ink. Others whizz by on their fixed gear bicycles flashing heavily detailed designs on calves or messages on knuckles. In nearby McCarren Park, young women loll about on the grass in bikinis. Many show off full back pieces, chest pieces, or sleeves - sometimes all three. Their male friends have equally elaborate etchings on arms, legs and torso... This is Generation Ink, the generation of 20-somethings who regard tattoos as a form of self-expression and a memento of personal freedom. Photographed in Williamsburg by Paul Nathan, this collection of black and white studio portraits is an unsentimental snapshot of a moment in time. Featuring an essay by Nadine Rubin Nathan. 
      • Location: The New School Library

  • Tibetan culture:
    • Mullen, Eve. The American Occupation of Tibetan Buddhism: Tibetans and Their American Hosts in New York City. Münster: Waxmann, 2001. Print.
      • Location: New York Public Library







Monday, March 10, 2014

Preliminary Study

133 Berry Street
(Between N 6th&7th Street)
Brooklyn, NY

















Surrounding Environment: WilliamsBurg

On the block

  • Construction site next to lot (corner of N 7th St and Berry St.)
    • Going to be a Tibetan Cultural Center
    • 2 stories
  • Small parking garage to the right of site
  • Japanese restaurant on corner of N 6th St and Berry Street (same side of street)
  • Newly constructed apartment building across from site (corner of N 7th St and Berry St.)
    • modern looking
  • Small residential building across street
  • GANT retail store across street (corner of N 7th St and Berry St.)
    • contemporary menswear (expensive)
Area around block
  • vibrant area
  • Bedford Ave. is next to Berry Street
    • small/local businesses
    • restaurants
    • cafes
    • boutiques
    • designer stores
    • vintage shops
  • L train Bedford Ave. stop is very close by
  • Many standing condos and condos being built
Time Stamps:
  • 5:27 PM: 5 people
  • 5:31 PM: 7 people
  • 5:40 PM: 10 people
All the words:
  • Please
  • Don't
  • Litter
  • Jesus
  • Berry
  • One
  • Way
  • Dodge
  • Active
  • Drive
  • East
  • River
  • Ferry
  • Relax
  • NYC
  • Parking
Video Haikus:




Questions for further exploration:


What used to be here?
Demographics of area?
Schools nearby?
Parks nearby?
Churches?
Community organizations in area?





Sunday, March 9, 2014

Archive



Archive: A place made up of many collections that holds past files, folders, maps, etc. that are primary sources (original). These collections are organized in a database: an Archive.

Archives are essential for one who wants to gather research on a specific topic. One can go to an archive to gather information from the original sources of the past.

But, what are these sources exactly?

The variety materials that archives hold differentiates it from a library. Such materials are photographs, journals, sketches, reports, data, film, PDF's, Mp3 files, old travel guides, maps, etc. The one thing that all these sources have in common is that they are they are primary sources.

The archivist from the New School University, Jenny, spoke to our class about how archives stand as a functional tool for finding more information on a specific topic you are interested in. She informed us of the many archives in New York City that we have access to. They Are:

    • University archives
    • Brooklyn College archive
    • New York Times archive
    • Brooklyn Public Library archive
    • Brooklyn Historical Society archive
    • City of New York archive
    • Interference archive in Brooklyn
We can also find libraries and archives based on our topic thru the search engine, www.worldcat.org. Or, in books where a little number is above a word is present, it's referencing a source which will be located in detail in the back of the book along with many other works sited. 

Jenny was kind enough to bring is materials from the New School University archive. My partner and I examined the first Parsons yearbook from 1971. It consisted of photos, text, and drawings that the students contributed. Thru this activity, we learned that archive material enable us to make our own observations/analysis and raise new questions to further research. The littlest details in archival materials can tell the researcher so much. That is why it is so important to give meticulous attention in your observations. 

I was surprised by how many things can be considered archival material. An archive exists in my own dorm room. I have a box of last semesters notes, essays, projects, photographs, and readings. Even my personal journal is archival material.

I personally, love history and piecing facts together. I love how one archival material such as a photograph, rises questions that I can further research. It take me deeper and deeper into a certain topic. I am eager to indulge in archiving. I would love to explore archives on the topic of Ellis Island because that place was the mecca for immigration in the U.S. 

Here are a few example of archive material from The New School University's digital archive collection














Environment-Behavior Research



Observing The New School's Stuyvesant Park Residence

  • Erosions: Black paint on door handle wearing off to expose silver metal.
    • Door handle designed to be all black. Black is wearing off because of the many people that grab the handle everyday.Handle is meant to be grabbed by individuals hands so this indicates that the planned and predicted activities were taken place.
  • Leftovers: Cigarette butt on ground, left as litter

    • An individual was smoking outside of building. When they were done with cigarette they threw it on the ground causing litter. The outside space is where people in dorm can smoke but there is not ashtray present for smokers to ash their cigarettes when finished.
  •  Props: Kitchen table and chairs added to dorm room kitchen.
    • In Stuyvesant residence at Parsons, each suite is accompanied with a full kitchen. Our kitchen did not come with a table/chairs to sit and eat at. Instead of eating in our rooms or on the floor, we purchased a table and fold up chairs. The people responsible for furnishing our suite messed up by forgetting a table (other suites were provided with table and chairs: no charge)
  • Separations: Bed sheet hung from ceiling to enclose my roommate’s bed.
    • My roommate and I share a room. Since the room is open, she hung a sheet from the ceiling by her bed that created a temporary privacy wall. In addition to more privacy, the sheet also blocks out more light if she does not want to be bothered by my desk light if I am up working and she wants to sleep.
  • Connections: Suite mates in other room and I keep bedroom doors open to kitchen.
    • Our rooms are connected thru the kitchen that we share. We typically keep our individual doors to our rooms open because we are all good friends and the open doors allow us to interact with each other whenever. Rather than viewing our suite with two individual rooms, we see it as one large room.
  • Personalization: specific curtains added to dorm room windows.
    • Our dorm rooms are provided with white, pull down shades over the windows. Everyone uses the shades provided. However, I replaced the white shades with colorful curtains in order to make the dorm room feel more like home. Also, the curtains are much better looking and add more character to the room.
  • Identification: Paper sign taped to our suite’s door with our names listed.
    • The sign on our door allows others to identify which room we are all in more easily than if there was no sign. The sign is paper and taped onto door because this dorm is not our permanant residence and will change within the next few months.
  • Group membership: A resident at Stuy wearing a New School sweatshirt
    • The “New School” across the breast of the sweatshirt 
  • Official: New School signs on building of dorm
    • The New School signs indicate that the building is part of the New School University and houses students. 
  • Unofficial: Signs by elevators that advertise upcoming events.
    • The signs inform the reader of upcoming events that are short term. For example, one sign advertised a self defense class held over the weekend. 
  • Context: Student spray paints wall at Stuy residence
    • This is an illegitimate message. The wall he spray painted was in the Spray paint booth in the art room at our dorm. It may seem like vandalism however, most people who utilize the spray paint booth leave their mark on the walls. The walls of the booth are filled with spray painted marks by students. The booth stands as its own art piece itself. 



Thursday, March 6, 2014

Ethnography





Doing Research in Fashion and Dress:
An Introduction to Qualitative Methods
Ethnography
In this chapter, Yuniya Kawamura discusses the history and understanding of the research method, Ethnography. She takes the reader thru the process of ethnography by addressing Joanna Eicher’s ethnographical studies on Nigerian beads and beadmakers (1998), Dalby’s work on Japanese kimono (1998), Tarlo’s study in a Gujarati village (1996), and Hodkinson’s study on the Goth subculture in the United Kingdom (2002). Kawamura concludes that ethnography “is a process that attempts to descibe and interpret social expressions between people and groups. We examine the context and nature of the interactions between them.”

“While ethnography is practiced by cultural anthropologists as well as sociologits, sociologists differ on the conceptual meaning of ethnography and its application. In an attempt to differentiate this style of research from anthropological ethnography, many sociologists have called their ethnography “street ethnography” or “urban ethnography. The direct observation of the activity of members of a particular social group, and the description and evaluation of such activity, constitute ethnography.” (48)

“An ethnographer is an objective observer while placing himself or her among the insiders. Physically, he or she is in, but emotionally, he or she is detached, but that separation in one’s mind is sometimes difficult to maintain because mind and body are connected as one.” (54)


What about an individuals privacy when being observed in public spaces?

The Personal Archive as Historical Record


The Personal Archive as Historical Record
Susan Schwartzenberg
The project, “Becoming citizens: family life and the politics of disability” is a written account of an artist who observed the lives of 13 families in the Seattle area who raised children with developmental disabilities in the period 1940-1980. Susan Schwartzenberg talks about her experiences with the families in their home environments. She shares the photos and interviews with the families involved and discusses how the family home is a source of conversational history and produces more info to receive a deeper understanding of history.

“The combination of family life and political action was demonstrated in the ways each family’s collection of diverse materials was informally interspersed.” (75)

“This project came out of conversations and an attempt to unravel the ways ideas turn into action. How a private experience can first isolate and then galvanize people, bringing their shared experiences into public view.” (80)

I wonder how I can relate my home and photographs to certain historical events?