i saw four live performances and a dozen gallery shows over the past few days; one theme kept coming up– what is the relationship of simulated reality to reality. here are some highlights and weekend musings.
thursday night: “Supervision,” a play by the Builders Association and DBox about 
the infosphere which seems to know more about us than we do — among other things “it” never forgets and rarely plays mash-up with our memories the way human brains are wont to do. the play didn’t shed much light on what we could or should do about the encroaching infosphere but there was one amazing moment when video started shooting from left to right across the blank wall behind the actors. within moments a complete set was “constructed” out of video projections — so seamlessy joined at the edges and so perfectly shot for the purpse that you quickly forgot you were looking at video.
friday night: Nu Voices six guys making amazing house music, including digitized-sounding vocals, entirely with their voices. one of the group, Masai Electro, eerily imitated the sounds laurie anderson makes with her vocoder or that DJs make when they process vocals to sound robotic. the crowd loved it which made me wonder why we are so excited about hearing a human pretend to be a machine? i asked masai electro why he thinks the audience likes what he does so much. he had never been asked the question before and evidently hadn’t thought about it, but then spontaneously answered “because that’s where we’re going” meaning that humans are becoming machines or at least are becoming “at one” with them.
saturday afternoon: Clifford Ross’ very large landscapes (13′ x 6′) made with a super high resolution surveillance camera. a modern attempt at hudson river school lush landscapes. because of the their size and detail, you feel as if you are looking out a window at reality; makes you long for the “natural world” most of us rarely encounter.
left with a bunch of questions
does it make a difference if our experience is “real” or “simulated.” does that way of looking at things even make sense anymore. when we manage to add the smell of fresh air, the sound of the wind, the rustle of the grass, the bird in flight and the ability to walk around in life-size 3-D spaces to the clifford ross photos, what will be the meaningful difference between walking in the countryside and opening the latest “you are there” coffee table book of the future. in a world with limited resources i can see the value of subsituting vicarious travel for the real thing (after all if all 7 billion of us traipsed out to the galapagos during our lifetimes, the “original” would be overrun and despoiled, turning it into its opposite). but what does it mean if almost all of our experience is technologically simulated and/or mediated?
Pedro Meyer in his comment about digitally altered photos says that all images are subjective which makes altered/not-altered a moot distinction. up until now the boundary between mediated objects and “reality” was pretty obvious, but i wonder if that changes when the scale is life-like and 3D. the Ross photos and the DBox video projections foreshadow life-size media which involves all the senses. the book of the future may not be something we hold in our hands, it might be something a 3-dimensional space we can inhabit. does it make any difference if i’m interacting only with simulacra?
Category Archives: photo
hacking nature
Slate is trying something new with its art criticism: a new “gallery” feature where each month an important artist will be discussed alongside a rich media presentation of their work.
…we’re hoping to emphasize exciting new video and digital art–the kind of art that is hard to reproduce in print magazines.
For their first subject, they don’t push the print envelope terribly far (just a simple slideshow), but they do draw attention to some stunning work by Canadian photographer Edward Burtynsky, who (happily for us New Yorkers) has shows coming this week to the Brooklyn Museum and the Charles Cowles Gallery in Manhattan. Burtynsky documents landscapes bearing the mark of extreme human exploitation – the infernal streams flowing from nickel mines, junked ocean liners rusting in chunks on the beach, abandoned quarries ripe with algae in their cubic trenches, and an arresting series from recent travels through China’s industrial belt.
These photographs carry startling information through the image-surplussed web. But Burtynsky disappoints in one vital, perhaps deciding, respect:
…his position on the moral and political implications of his work is studiously neutral. He doesn’t point fingers or call for change; instead, he accepts industry’s exploitation of the land as the inevitable result of modern progress. “We have extracted from the land from the moment we stood on two feet,” he said in an interview in the exhibition catalog. “The entire 20th century has been a revving up of this large consumptive engine. It’s not a question of whether we are going to stop consuming. It’s not going to happen…”
As someone who believes that struggling to prevent (or at least mitigate) global ecological disaster should be the transcending narrative of our times, I find Burtynsky’s detachment deeply depressing and self-defeating. His images glory in the sick beauty of these ravaged scenes, and the cultural consumers that will no doubt pay large sums for these photographs at his upcoming Chelsea show only compound the cynicism.
ways of seeing, ways of writing – a conversation
The following discussion about a proposed exercise for a high school or college class began in an email exchange yesterday with Bob, Virginia Kuhn and Karl Stolley (Virginia and Karl are both teachers of rhetoric and composition and great intellectual partners of the institute). We thought it was getting interesting so we decided to slap it up here on the blog as a thought experiment. Please join in the discussion in the comment stream.
Bob Stein wrote:
karl and virginia:
this is an idea for an exercise for a high school or college class. i’m wondering if you think it would be interesting/valuable for both students and for those of us interested in understanding the relation of different media types.
*Ways of Seeing, Ways of Writing*
class is divided into four sections. one given pad and pencil. one given digital still camera. one given audio recorder. one given video camera*
the class is asked to “write” about a place (local historical site, downtown street corner, mall, supermarket, cemetary, etc. etc. )
or asked to “write” a response to a question, e.g. “was the response of the federal govt. to the rescue of New Orleans residents affected by the fact that the people needing rescue were mostly poor and black.”
each group “writes” their description of the place or answer to the question using the particular media assigned to their group.
the class reviews all responses, then each group is asked to make a synthesis piece using media captured by all groups.
*if resources aren’t a problem, it would be great if each of the groups with electronic capture devices has more than one.
Karl Stolley replies:
Hmmm…this assignment does offer interesting possibilities. But I guess I’d be interested in the rationale behind splitting the media-producing and -capturing activities between groups. On the one hand, from a teacherly point of view, it’s quite convenient. But viewed from the analogy of a cooking class, it would be like giving each group a set of ingredients plus a kitchen appliance, and then asking each group to take some of the results and make a dish out of it. I know that’s riddled with all kinds of logical holes, but I have to try and interrogate this somehow.
The thing that bothers me most about the assignment is that there is a serious disconnect between the artful choices required to both capture/produce AND compose/orchestrate, as though those activities can be discreet and separate (that disconnect is what tends to make a lot of multimedia assignments feel like the old Surrealist “exquisite corpse” drawing game; if that’s the rhetorical goal, then fine–but that’s limited to a particular kind of stance towards orchestration).
Instead, wouldn’t it be better to give students the question, and then consider which kind of media would be most effective to capture based on the rhetorical situation they’ve been confronted with, have the groups delegate that task amongst themselves? Beginning with the distribution of media before the question is putting the media/genre cart before the rhetorical horse, I think.
Bob replies:
karl,
thank you for your very thoughtful reply. before make specific comments, perhaps i should explain the origin of the idea.
ashton (girlfriend) and i try to spend as much time at her godmother’s place in sardinia as possible. one of the big draws is an island, actually a big hunk o’ dolomite – two miles long and 1500 feet high- that dominates the view from the shoreline. because tavolara’s rockface is mostly white and gray it changes color all day with the sun. (a few photos from recent vist here.) i literally can sit and watch it for hours. it’s been a dream to bring a group of artists to capture its beauty. this year i was thinking that it might be interesting to bring a writer (think someone like john mcphee), a painter, a photographer, a video artist or filmmaker, and an experimental interactive artist like mike naimark or josh portway and let them all have a go at it. my guess is that each would be inspired and the results while quite different would all get at some aspect of the beauty.
at the same time i was thinking about capturing tavolara in various media, i was thinking a lot about the increasingly nettlesome text vs. image (especially moving image) debate. i’m pretty sure the solution is not to give up words in favor of images, but rather begin to appreciate the value of all media and work toward new forms of _expression which call on different media types at different points or which merge them in useful new ways. i was also thinking about how the insitute might start to play a more active role.
thus the idea of coming up with a series of exercises that might be used in college and high school which helped students begin to understand the relative value and utility of different media types and also begin to experiment with how to use them together.
Specific comments:
Hmmm…this assignment does offer interesting possibilities. But I guess I’d be interested in the rationale behind splitting the media-producing and -capturing activities between groups. On the one hand, from a teacherly point of view, it’s quite convenient. But viewed from the analogy of a cooking class, it would be like giving each group a set of ingredients plus a kitchen appliance, and then asking each group to take some of the results and make a dish out of it. I know that’s riddled with all kinds of logical holes, but I have to try and interrogate this somehow.
i think a better kitchen analogy would be giving everyone the same ingredients (in the sense that tavolara or a question is the same ingredient) but ask one group to use a grill, one group to use a pan on a stove, one group to use only a cuisinart etc. but anyway, the pedagogical reason to get the students to use one media type is so that they can appreciate its properties on its own.
The thing that bothers me most about the assignment is that there is a serious disconnect between the artful choices required to both capture/produce AND compose/orchestrate, as though those activities can be discreet and separate (that disconnect is what tends to make a lot of multimedia assignments feel like the old Surrealist “exquisite corpse” drawing game; if that’s the rhetorical goal, then fine–but that’s limited to a particular kind of stance towards orchestration).
my instincts are that one of the problems with “multimedia” is that few of us really understand the components, that is we don’t really know what the different types can do on their own. i guess i don’t think we are so far advanced that we can conceive of a new media type which is multimedia. e.g. i don’t think people intuitively grasp how impt. sound is to a movie until it’s pointed out and they have an oppty to focus on it.
Instead, wouldn’t it be better to give students the question, and then consider which kind of media would be most effective to capture based on the rhetorical situation they’ve been confronted with, have the groups delegate that task amongst themselves? Beginning with the distribution of media before the question is putting the media/genre cart before the rhetorical horse, I think.
i’m not wedded to my schema, but it still seems like there would be some fantastic discussions in the classroom as students look at the different results and debate the advantages and disadvantages. it seems that experience would be helpful when they later start to create full multimedia projects.
and then of course there is the issue of interactivity which complicates everything exponentially.
b.
The conversation continues in the comment stream.
“imaginative keyword conversations” – playing flickr on public screens
A wonderful hack of public space in Amsterdam. And on the top floor of the PostCS building no less, with breathtaking panoramic views of the city. Kim and I had the pleasure of spending two days there this past January at “A Decade of Web Design.”
The diners in bar/restaurant/club 11 will be subjected to the wrath of fellow visitors SMSing whatever keyword they want to the installation that pulls photos from the online community flickr and projects them onto Restaurant 11’s huge panoramic screens.
(via Smart Mobs)
katrina and the interactive atlas
Interactive maps help those of us not in the region to grasp the terrain of devastation wrought by Hurricane Katrina. These maps are suggestive of a new paradigm for the digital page – an interactive canvas, or territory, through which the reader can zoom through orders of magnitude.
Most talked about is the “visual wiki” at scipionus.com – a re-tooling of Google maps that invites users to post tabs with information pertaining to specific locales (as fine-grained as streetcorners). Tabs are editable and are supposed to be used only for concrete reports, though many have posted pleas for news of specific missing persons or of the condition of certain blocks. Some samples:
“Saw news video 9/2/05 of corner street sign at 10th St. & Pontchartrain Blvd. Water level was about 6 in. below. green street signs.”
“the Ashley’s are in Prattville AL”
“4400 Calumet — dry on Weds?”
“as of 5:00 pm.. the streets from wilson canal to transcontinental are COMPLETELY DRY! source from somebody who stayed and called to tell us the info.”
“Dylan Nash anyone?? call 919-7307018”
The maps include post-Katrina satellite imagery, which reveals, upon zooming in, horrifying grids of inundated streets, stadiums filled up like soup tureens, city parks transformed into swamps. Wired recently ran a piece about sciponius.
Before & After:
I was also impressed by the interactive maps on washingtonpost.com.
Click on spinning wheels at various points along the coastline and windows pop up with scrolling panoramic shots. Quite stunning. You can click the screen and drag the scroll in either direction, stop it, speed it up, and even pull it up and down to reveal glimpses of the sky or ground. Photojournalism is given new room to play on online newspapers.
(No Need to Click Here – I’m just claiming my feed at Feedster feedster:d50fedfc363272797584521a06a79da5)