COURSE TITLE: Image Sequencing

INSTRUCTOR:   

Lee Walton

Email: lee@leewalton.com

About This Course:

This interdisciplinary course will explore performance and experiential practices through video and image sequencing. Students will experiment with context, time, sound, installation and the shifting roles of viewer/user/participant. Students will learn technical applications of professional video production through a series of workshops.  Formal and conceptual strategies will be integrated seamlessly into course projects.

Screenings of video and film work will support the content of this course. A youtube “video playlist” has been created specifically for this course:

https://www.youtube.com/playlist?list=PLezgPCDB49kGKVzQepB7t6fP1FV5aGuB0

Topics:

Process

Video as document and record of actions

Performance: a lived experience

Examining the frame: composition and why it matters.

Repetition and action: rhythm, pace, and structure.

Narrative projects: connecting events

Video as material

Sound as form

Installation and site-specificity

Context and audience: web, projection, film, mobile media.

Participation and co-authorship

Experiential art

STUDENT LEARNING OUTCOMES:

Upon successful completion of this course a student will be able to:

• Create original time-based works that utilize the formal elements of video to communicate conceptual content and purpose.

• Explore alternate models for the composition and presentation of time-based media.

• Understand how video is experienced, shared, and utilized for different contexts of site and audience.

• Collaborate with peers in the development and execution of video projects.

• Critically analyze time-based work, as well as examples from the larger media culture.

• Understand the role of video within historical and contemporary art practices.

• Organize the research of an important artist’s work into a coherent narrative; and supplement the research discussion with appropriate visual materials; and deliver a formal and professional presentation.

• Understand the multiple and flexible uses of video as a medium (I.e.: performance, documentary, experimental narrative, installation, interactive media and more.)

Students create voice over video critiques of each others projects. Students select components, compose edits and record voice-overs. These critiques require thoughtful dialogue and editing and emphasizing the importance of peer feedback and comradery. Students enjoy both creating and receiving these critiques and they prove to be very useful.

Students were challenged to create a video review of something (that would not normally be reviewed) at the Friendly Center, a local outdoor shopping mall. These reviews brought attention (and beauty) to various mundane and overlooked aspects of the consumer spectacle.

The videos were created and shared to the Friendly Center’s official Facebook page.

Students were challenged to create a video performance that responded to Warhol's "Andy Warhol Eats A Hamburger". Student variations utilized After Effects to add text, animations or special effects with the goal of revealing new information to the contents of the bag. This project explored language, concept, formalism and performance.

Students were brought to a room with nothing in it but a piano. They had 20 minutes to record sound material. They were then challenged to create a short video work that used the sound in some way.

I create class video projects with the aim of introducing students to new methods of production. This example, playing off the video work of artist Harrell Fletcher, introduces collaborative processes with people in public space.