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Assessment 3 Final Work

My final work statement:

Anything can be vagueness so word also can be vagueness. In my vagueness word system people exchange using food and i call it delicious food society and no currency in my  society. Money will destroy the relationship between human society, people live under this society all very enthusiastic and willing to share things with others.

I think because my delicious Food Society will be a huge society, so there will have different people all over the world, and they speak different languages, so my  Letters System will help people know the delicious food in different areas and they can charge with each other through using this letter, and the purpose for me to create a good delicious food society with many delicious food, and people all over the world can charge easily.

The structure of my Letters comes from ancient Chinese, in ancient, people invent words by imitating the shapes of animals, but with vagueness I try to make my letters abstract. The  different color of my letters is to distinguish various patterns of food and i also have individual typographic features in my letters is some of my  Letters use straight line to form part of the text and people use food to charge with each other, so I think if someone needs fish, he can write fish letter to let others know, and if you show others different food letters, he will know what you want to get and if they want to change with you, he will show you food letter to let you know what he want.

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Experiment5

To my experiment 5, i try to do my work related to my final work, i want to transfer the normal things to letters and make it vagueness.It like drawing but actually it is not drawing.I can use my letters to communicate with others.I want to use photo shop to do my final work and may print it out. 

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Experiment 4:

This experiment 4 i try to find the relationship between word and image, as we know if we see something we can easily say the name of that thing,the question is how we can achieve this is because we have our own word system,we have English,German,Spanish,Chinese......Chen yuan,(1992)argued that if Chinese ancient writing change the structure,we can not realize so fast,but at the beginning,how the ancients can know the meaning can communicate?

the traditional word in china

（picture link：https://image.baidu.com/search/detail?ct=503316480&z=0&ipn=d&word=%E7%94%B2%E9%AA%A8%E6%96%87&step_word=&hs=0&pn=2&spn=0&di）

People make the word shape just like the real things and then they can remember.

（1956，WANG KERONG,Ting Xu）

(picture link:https://image.baidu.com/search/detail?ct=503316480&z=&tn=baiduimagedetail&ipn=d&word=%E6%96%87%E5%AD%97%E7%9A%84%E8%BD%AC%E5%8F%98&step_word=&ie=utf-)

WANG KERONG(1902~1992)The word secret book mentioned that when we see the initial words,although we can not easily understand but through shape we can guess the meaning,that is vagueness.

Reference link：https://zh.wikipedia.org/wiki/%E7%94%B2%E9%AA%A8%E6%96%87

https://www.zhihu.com/question/28112350

http://guoqing.china.com.cn/zhuanti/2015-06/16/content_35835849.htm

Here is some transformation combined word and image together to make them look vagueness.

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Experiment 3

This experiment i was think about to mix different color together, this was inspired by a famous designer  Rus Khasanov,he has made a film called” Sweet Dreams “ and he tried many times to to make it fantastic. 

(2009, Rus Khasanov, Sweet Dreams)

This work is called secret world by Rus Khasanov,its really vagueness because its color and i think it just like universe.

(2011, Rus Khasanov,Secret World) 

(2011, Rus Khasanov,Secret World)

To my experiment 3,i was inspired from  Rus Khasanov ‘s work and i use gouache to mix different colors together on my notebook. 

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Assessment 3 Experiment

Experiment 1

At week 09 our group finish our assessment 2,it was quite interesting, and we really done a good job.

The assessment three requirements is we need development for this assessment will be the weekly course concept that our group investigated in Assessment 2 and our topic was vagueness.

Vagueness is really an abstract concept ,and i try  to think some thing which can be vagueness.

1.

This is the sunset glow,when you see it you also connect mind with red.

(picture link:https://image.baidu.com/search/detail?) 

(picture link:https://image.baidu.com/search/detail?）

2.

when i see the lollipop,i will connect remind with different colors,i will also think rainbow.

(picture link:https://image.baidu.com/search/detail?z=0&ipn=d&word=%E4%B8%83%E5%BD%A9%E6%9D%BF&step_word=&)

Rainbow have many colors just like lollipop.

(picture link:https://www.google.com.au/search?q=rainbow&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiU54qYhJfbAhUDe)

Experiment2:

In experiment2 ,i was inspired by the artists  Yayoi Kusama,her work  Infinity Mirror Room was be composed by many small circles and her work was famous at NewYork.When you see her work,actually i can not understand what is that so it is quite vagueness.When an circle can not represent anything then compose many circles together.

Reference link:https://baike.baidu.com/item/%E8%8D%89%E9%97%B4%E5%BC%A5%E7%94%9F/740384?fr=aladdin

1965, Yayoi Kusama ,Infinity Mirror Room

Here is some experiments that i follow the topic of vagueness

What things you see on this paper?

circle plus point,rectangle plus point in the middle.

when compose circles and points together it become so interesting just like cell wall and it achieves to let simple pattern become vagueness and express meaning.

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Repetition

I like eat banana

banana,banana

banana,banana

like eat banana

eat banana

eat

banana,banana

banana,banana

like eat banana

banana,banana

banana,banana

I like eat banna

i like

banana,banana

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Studio exercise

Make something that comprises of two elements which can not exist together.

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studio exercise

lists of impossible tasks

Fly.

Drive.

Grow up 10cm.

A creature with human head and bird body is talking to me.

High level tongue twister.

Strange gestures.

Become invisible.

Stand on ceiling.

Faster than time

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Assessment Two Group Piece

Video link to final work of Charles, Nancy, Jasmin and Jessie. 

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Our Collaboration on Assessment 2

On ANZAC day our group got together to work on our collaboration for out ‘time-based’ project for Assessment 2.

We had booked rooms in advance at the main campus UNSW Library so that we could concentrate on getting the main part of the project completed.

We booked a week before from the Resource Centre equipment we decided we needed - a good quality video recorder and sound recorder Zoom H4N and Sennheiser microphone - equipment that none of us had used before.

The equipment was collected the day before the meet up and the four of us met together- Jasmin, Jessie, Charles and myself at the Library and started work on our collaborative project.

We had already decided in class and outside with group meetings that we would use the Gertrude Stein poem of “A Valentine to Sherwood Anderson” (1922) from the Vagueness style of art to use as our work to modify for our assessment.  We had listened to her reading of the poem on YouTube and had seen the poem written in it’s original format.  It was vague in content and was written in prose and then short receptive word style.  We agreed to emulate this in our project.  Further research was done into her life and other works to help us to understand this artist deeper.

Prior to our meet-up, each of us had written a valentine style poem to a loved one/s.

These poems were typed in ‘old fashioned’ style font, printed and then cut up into individual lines.  We cut up the lines, mixed them all up face down randomly, formed 4 piles for each of us to access so that at random we could in turn place a piece of poem on onto the paper we had placed on the wall to recreate new poems, that in turn became one poem.

In Gertrude Stein style we created a longer worded poem, then a short lined poem, then a longer worded line poem and so on.  This process of placing lines of poem, at random, in turns was filmed in real time.  We decided that the process of vagueness in the creation of the poem was just as important to the work as was the actual grouping of the words that was created from our collaboration of poems.  The final work was read, by me, with the audio equipment to give an excellent sound quality that would accompany the filmed process of creating the work.  

Jessie, with her savvy know-how of iMovie produced the final Video with the sound recording of the poem being read to coincide with the placing of the wording of the poem in the video.  Together we decided to write our 250 word statement in the same vague, poetic style in keeping with Gertrude Steins work.

The final result is a collaborative effort that we are all proud of. We were all very pleasantly surprised at how well the poem read and the meaning was still clear, even though we had mixed the very differently written and varying angle of each’s poems up randomly.  We feel we have given respectful tribute to a very intelligent and important woman in the art world in her day.

We are proud of our final artwork and feel that we have extended ourselves in knowledge, experience and experimentation.  We have ‘played’ with new equipment and are proud that we were able to gain professional results with it for our project. 

 #assessment 2, adad

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Assessment Two Statement

Group 6 Statement

Jessie Sucker-Walton, Jasmin Smith, Nancy Chapple and Jingyuan Wang

A Valentine to Send Home

Vagueness

Gertrude Stein 1922

A Valentine to Sherwood Anderson

remake , recreate

Lengths of lines

Typewriter

Black and white

Chopped, cut, mixed

Randomness

Love poems

Loved ones

Husband, Father, Mother, Parents

Homeland

Reflecting

Sentimental

Four poems into one

Longing

Missing

Valentine

Nancy, Charles, Jasmin, Jessie

We collaborated to create a sound and video-based artwork inspired by Gertrude Stein’s vague poem, ‘A Valentine to Sherwood Anderson’ (1922). To produce the artwork, we each wrote our own individual poem addressed to a loved one and combined the four poems together. In line with Stein’s work and attempting to recreate this, the assembly of the final poem was entirely by chance. We cut each of the four poems up into lines, mixed them all together face down, then took turns placing line after line at complete random on the wall to form a new vague poem.

We were all amazed at how after this process of complete randomness and vagueness how well the poem fitted together.  It read eloquently with emotion and understandable meaning and paired with the video captured a unique media piece that extended Stein’s work.  We had unknowingly created a whole new poem that was powerful in many interpretations.

Our final work is a video that includes the recital of our poetry and footage of the creation of the work in theme with how we interpreted Stein’s work.

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Working on Assessment 2

Today our group met up and completed our assessment two work. We all had prepared a poem inspired by Gertrude Stein’s work that revolved around the idea of a ‘Valentine’. These poems like hers concentrated on the idea of pure experience and conveying these images/projections/views to an audience. 

Image Above- the cut out lines ready for shuffling and using

We then created physical forms of these poems by printing and cut them up into individual lines and began recording our process of compiling these poems together. We randomly created verses with a heading from each of our poems and sticking randomly selected lines on a piece of paper. These segments of poem sounded really cool, we loved how random and vague the ‘story’ or ‘flow’ had become, and yet we could all envision a meaning from the lines. 

Above Image - the first verse or our poem 

We continued this process with all the lines and created a full poem that reflected our interpretation of Gertrude Stein’s work very well. We extracted all the footage of this process and started to work this into a video that would provide some visual representation of the poem, as a way to ensure interest in the final work (as listening to the poem as we did in class could be boring and hard to keep up). We then used ZOOM H4N audio recording device with a microphone and recorded Nancy reciting our poem as her voice was the closest to Stein’s and sounded lovely when reading. 

Image Above - showing all our loaned equipment from the resource centre. Nancy and I enjoyed learning about the new things we could use. 

We then considered not including a visual to go along with the audio, as we lied how the poem was presented just as a recording, like we heard in class. However we then figured this may have been our own bias and we were just very proud of our work, and the audio still could have bored some when presenting. We wanted to convey the visuals along side the audio, we began editing these together. 

We played with speed and filters and liked using an ‘old time’ filter and typewriter text to recreate and extend the work of Stein in 1922. The finished work is not quite 5 minutes long, but we feel is effective and any added visuals to extend this would distract from the meaning of the poem. 

Above Image - screenshot of edited footage

Over 5 hours today we developed our individual research and understanding of Stein’s work and created a piece of work that we feel is very fitting to pay honours to the vague artist, and conveys a story (of sorts) about each of our own Valentine’s combined together. 

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xDDDDDDD.......LOL

Perception Mask

Our next activity was to produce a mask that would change the way an individual would perceive what was around them. Working with Charles and Jasmin we explored just outside of campus to find some natural materials to use. We had no real thought in mind as to what the creation would look like, but wanted to change the way someone would hear others around them and see them. 

We collected small tree twigs and leaves and one big dead spiky leaf. We knew we would need to find something to create strings or a headband so that our work could actually be worn. Nothing natural succeeded our quick experiment of wrapping around our head, as it was either too small or would snap. I quickly detoured to the campus kitchen which had no results, then raided the free supplies closet. I found some large clip seal bags that I thought we could cut up and weave together to create a headband. 

Back in class, Charles volunteered to be the model so Jasmin and I got to work. I tore strips of plastic and plaited them together and ten tied to this Charles head. We then began sticking short twigs with leaves on them near his ears. This would create sound as he moved his head, changing the way he could hear and perceive noises around him. We then slowly and carefully stuck the large flat spiky leaf into the front of the headband, we had to remove some small piece and shorten it so that Charles could actually move around and not be totally blind. This only allowed a small slit directly in front of Charles to be viewed, so we had taken away his peripheral vision. 

Overall Charles said he didn’t feel as safe moving around as he couldn’t see very well below him, and was running into bags a lot. He also couldn’t hear when Jasmin and I would tell hi to lookout. I think we made an unsafe mask. 

Below is the mask on Charles, from the side, the front and a panorama picture 

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The second picture was drawn by myself.

Perception Drawing

(Perception!!! I really liked this topic, such a simple concept but it really explains the different ways people feel and experience things. Perception is such a broad concept and I thought immediately of views and opinions, totally forgetting the simple way we perceive through our senses. That in order to understand something we first have to perceive it. 

This week I worked with Jasmin and Charles (unfortunately Nancy wasn’t able to make class but we caught her up afterwards). The first activity I really enjoyed where I described a whacky art work to Charles and Jasmine, and they drew how the thought the work looked. 

I choose this artwork, and it was very detailed and obscure

I found it here online. (Wain, Louis. Three Cats Singing. 1925/1935)

I found describing it at first a bit strange, as I wasn’t quite sure whether to say this was realistic or abstract. I found a midpoint but saying the cats looked human like. As I described the work, I worked methodically from one cat the other than described the background stating size and colour and features that were important. This was fun but as I watched Jasmin and Charles work I noticed when they would not be doing it the way I described or misinterpreted what I had said, but I didn’t interfere and I felt their drawings were not meant to be exact but rather what they imaged from my description. 

In the end I really loved these drawings, even though they don’t look the same as the art - I still think they have a very close connection. It was very fun to see how silly things such as the way they were facing was lost but yet changes the art.

Jasmin’s Interpretation 

Charle’s Interpretation 

I also really loved seeing the other groups work from around the class. Most groups went for classic pencil and paper drawings, but the group that all used their laptops to depict the bird showed such very different techniques not only from the rest of the class but between the three of them.

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Group attempt at erasure using different coloured markers. Jasmin made initial red drawing of abstract rocks, trees and grass, then Charles with light blue marker pen disrupted the drawing, I used purple and dark blue to distort the image and Jessie placed the green and orange squares to finally erase the first image and create an entirely new image in the process..

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Erasure

My initial response to this work is a visceral one of gut wrenching sadness and loss. The work has an overall threatening feel. The ‘trees’ either end are ‘dead’ and have an aggressive, fork like effect that could continue to harm. The carved humans have no arms or faces - defenceless and expressionless. The ‘white man’ is looking away from the scene, compassionless and non attached. 9 black and 1white man. The one white man is solid in build and feet are planted on the ground. His shadow is long, dark and encroaching on the land. The nine black men are dangling mid air, light as feathers, at odd angles. Their shadows are obscure, nearly non-existent. Albeit the name “Annihilation of the Blacks”.

This fibre glass sculptures transfix our attention especially on the children who are distraught with fear and distress at being taken away from their home and family. Their raggedy oversized dresses, bare feet, and red glowing colouring alludes to emotional anger, loss and to not fitting in; while at the same time an inner glow imbues a sense of purity and innocence. A bright white light shines in their faces, blinding them to the future and past and wiping all memory, an interrogation is going on.  The overpowering, overdressed military men are physically threatening with their grey/black dress and solid boots, going about their dispassionate duty. One holding the child's arm as if she was a criminal being led away and afraid she would escape. They have no chance or choice in the matter. The lost generation.

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Documentation in class,in week 05,we went to artspace with our tutor,and we editing some meaingful things,i saw many drawing made by famous artists,i took us half an hour to travel from artspace to our campus,it was quite interestimg😊