“a little awkward”

On Monday I showed where I was in my project Tilt World which is investigating a body in a virtual world (Google’s Tilt Brush) and objects and bodies in the physical world.


This iteration of the work included three performers. At the beginning of the work, I wore a red face mask and was painting a red house in the virtual environment with Tilt Brush’s wand in front of a wall of cardboard boxes.

Later, a dancer in a VR headset was traced by myself. I removed the face mask while she built her own virtual environment to move inside of and then I took the wand again to add to the environment that only she could see. Only the person in the headset can see the painted world.

All the while, a third performer was tasked with building and deconstructing environments with cardboard boxes, pool noodles, boas and small toys.

This iteration stemmed from my “Sandbox session” in my research class (a Sandbox could be seen as a rehearsal or improvisational physicalization of some ideas).

More clearly, the roles were:

  • Constructer/deconstructer of objects in space
  • Move as paint, interrupt/disrupt and echo
  • Virtual builder/painter wearing the VR headset

I received three really interesting moments of feedback from this iteration.

1. The audience participation that I have talked about for a while was non-existent in this version. This is so weird because I didn’t realize I deleted this but I feel exactly as Oliver Herring said in his book TASK.

“The first TASK was small and a little awkward. Initially, I approached TASK as a performance. It seemed like the most simple and uncomplicated way to think about it. Although I don’t think of TASK as a perforamnce anymore, the structure of the inaugural TASK was the same as it still is.” – Oliver Herring’s TASK

So, I have another idea for the second iteration to incorporate the audience from the beginning in perhaps a TASK-like way.

2. During my Sandbox there was a role of care that was included that wasn’t in this role. This is true, but perhaps the builder also needs to be tasked with moving around the person in virtual reality so there is something to protect them from?

3. I needed to be clear what I wanted people to get out of this whole thing. I don’t know the answer to this yet. I think I replied with I wanted each person to feel like they built a world but are watching other worlds built in an alternate reality? I’m not sure that is true but I think this comment links to the idea of roles or tasks. And if so, the audience needs to have one.



Feedback Manifesto

feedbackWhen I was teaching composition at a magnlet arts high school, the class would often revolve around a set of tasks designed to give the students creative tools to craft “interesting” compositions. When it was time to give feedback, I would always say to the students, “Take what you want and throw the rest away.” If we had showings, other teachers also proscribed to the “Take it or leave it” mentality. Even though I said that, I didn’t really mean it. I think I meant, “I’d like you to at least try to apply a part of my feedback to get a different result. If in the end you don’t like the result, you can always revert back to where you started or somewhere in the middle. In the trying, you might find something new somewhere along the path.”

I still had expectations about their products and as teachers we would often struggle with how much to lead a student to get a “good product.”* If the student was using the tools, testing boundaries and following their instincts I was always happy with their process and often their product was more successful, but not always. When mentoring the creation of a senior project, the students were struggling with figuring out what they instinctually liked, navigating what they thought “good work” looked like and how to make their work “good.” I gave the advice, “Stick to the process and the work will follow.”

I’m now the student and it’s interesting to see the teachers struggle in the same way. How much are they leading me toward their aesthetic or their style of discussion. Am I learning how to survive in the academic world or am I learning how to survive in their specific setting. I’ve decided in this moment that I will try to apply what I wanted my students to do. Try out some options revolving around the feedback given and see where that takes the work. It’s been a long time since I’ve been in a setting where I’ve had to take into account constant feedback. It’s interesting that I am also still wrestling with the¬†notions of “good work.” Stick to the process and the work will follow.

*A good product by definition is something created that is desired or approved of and is therefore all about perception and opinion. Not everyone likes the same things, that is why there are so many options and reasons for creating the art you want to make. Not everyone will like what you make, but someone will…somewhere.