Why?

Performance art is one of the primary time-based genres—rooted in experimental theater, dance, and musical performances. Performance is centered on the human body, but is not relegated to just the artist’s body. Experiencing performance as an artist/performer, audience member, and participant is important to understand and appreciate the genre.

Brief

Your performance project will consist of two parts:

1. The live, real-time performance:
   • The live performance should be three to five minutes and will be conducted in front of the class in the project space. Keep that space in mind. If you need a different space or set up, such as conducting the performance outdoors, consult with the instructor well in advance. If the concept for your performance dictates that the action should take longer than three to five minutes, you may consider the in-class performance to be an excerpt and should be treated as such. Your performance may be collaborative, participatory, and/or directed. If participatory or directed, the instructions and instruction period should be part of the three to five minutes given in class.
2. A documentation of a performance:
   • You should have also conducted the performance prior to class and video-documented it. Think carefully about the mode of documentation and how that informs the performance. The video should be three to ten minutes in total, even if the actual performance is longer. Be mindful of equipment and set-up you might need in order to appropriately document the performance so that the document is not merely an afterthought or hastily assembled. Consider capturing multiple camera angles. Consider capturing the sound separately from the video camera for higher-quality.

Oversized files should be uploaded to a cloud service like Google Drive, Box, Dropbox, or similar and the link shared on Learning Suite. The file should not be password protected and the student should test the link in an incognito/private browser window to make sure anyone can access it with the link before submitting it.

Your project should be conceptually grounded, with that central concept informing how the performance is executed. Try to consider the work you are already do and dedicating yourself to. See if there is a way to formulate a performance that is in line with your existing practice so that it might become part of a larger body of work and portfolio. If you want this to be a true experiment and move away from your current body of work, that is also fine and is entirely your choice.

Submission Checklist

Rehearse! Do not just think that the first time you do it, everything will work as planned. Run through the entire performance a few times, and make notes about what you want to improve. Run through small sections of it to make sure you know what you are doing. Make any arrangements you need for your live performance in advance. We do not want to spend our class time waiting for long periods of time as people set up. Come early to set up as necessary (make arrangements with the instructor if you need to access the space more than 10 minutes prior to class). Figure out the space and conditions for the performance and practice within a similar if not the same space. When submitting a video recording, watch/listen back the entirety of your recording after you export it to make sure it exported correctly. Be sure to submit your self evaluation on Learning Suite. Check that all files are being submitted in the correct format.

Tips and Considerations

• Have a central concept that is grounding and informing your work.
• Decisions should be made in the interest of the work and not just out of convenience. Performance is immersive, so you should consider everything within your control.
  • What kind of lighting do you want for both the documentation and the performance? Will the lighting change during the course of the performance?
  • Will there be sound components generated by the performer(s)? How might you document those? Should the sounds be amplified in the space, and if so, how will you capture and broadcast those sounds?
  • Should the audience be sitting or standing? Should they be arranged in a circle around the performer, grouped together facing the performer, or in a semi-circle? What is the optimal viewing position/distance?
  • If you are planning a performance piece that involves you as the central figure, consider what you are wearing, how you move, what is in the space, lighting, etc.
  • Is this more theatrical—borrowing tropes from the theatre—or more guerrilla-style?
  • If you are planning a participatory/collaborative performance, how is the instruction part of the performance and equally considered? What parameters will you set up and how much freedom are you allowing the participants? What will you do if participants transgress the rules, or participate in a way you had not considered?
  • Consider the ethics of your interactions.
  • If people’s faces will be visible in the video, you will want them to sign a release form that you keep on file.
  • If you plan to film on campus, please review BYU’s Filming and Photography on Campus Policy.
• Consider the amount of time you are given to work on the project. It is expected that you make full use of that time to realize a complex and deeply involved project.
• Budget 5–10% of your time as slush in case of emergencies, technological glitches, etc.
• Consider what equipment you may need to check out from the stockroom in advance. Remember tech checkout is first-come-first-served, so you may want to reserve equipment in advance and do not wait until the last minute when everyone else is checking out equipment for final exhibitions and final projects.
• How will you document this performance? What equipment will you need? What lighting conditions will you require? Do you need to check out lights?
• Will the document require multiple camera angles, editing, collecting sound from a source other than the camera, specific weather conditions, etc.?

Equipment

Be mindful of the equipment you use, the requisite storage cards, and types of inputs to accommodate different microphones or devices.

Late Policy

The live performance cannot be submitted late except in case of illness or family death. The documentation and self-assessment may be submitted late at a penalty of 5 points per day. If you are late to the final critique, you will lose 5 points.

Tutorials

Compressing Video

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July 25, 2025

02:47

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Grading

Assignment grades will be based on the following:

Conceptual Concerns (40%)

Student demonstrates evidence that they understand and inventively integrate conceptual concerns and implications of new genres.

• Excellent: Student demonstrates conversational familiarity with the material—making interesting connections between ideas, readings, and presentations.
• Average: Student is able to recall and recite material, but not do anything interesting with it.
• Below Average: Student struggles to demonstrate a grasp of the material and shows no facility in connecting ideas or new thinking.

Execution (40%)

When executing a project, the student demonstrates a firm grasp of the materials, techniques, hardware, and software. The student’s skills and approach are appropriate to their concept. In written/oral assignments, this includes proper spelling, punctuation, sentence structure, grammar and formatting for written assignments; and annunciation, confidence and focused arguments for oral assignments.

• Excellent: Student displays skills and sensitivity when creating projects. The level of craft and approach to making is appropriate to the concept. In written/oral assignments, student understands writing and presentation modes including style guides and oral confidence and is able to nimbly employ these tools in their art projects, writing, and speaking.
• Average: Student work shows some flaws in their understanding of materials and skills. Stylistic and formatting mistakes are present.
• Below Average: The execution is unconsidered and hasty. Student repeatedly makes the same mistakes and ignores instructor input and suggestions.

Assessment/Critique (10%)

The student will produce a self-evaluation for each art project including the strengths and weaknesses of a given work and plans for future improvement. This will also include an accounting of time taken. The student will also be present for and participate in group critiques of projects.

• Excellent: The student thoughtfully and honestly engages in the self-reflective process of critiquing their own work and efforts. The student enthusiastically engages with group critiques, seeking ways to offer constructive feedback to other students.
• Average: The student performs a cursory and surface-level assessment of their work and efforts. They make neutral comments during the group critiques and do not fully engage.
• Below Average: The student demonstrates an inability to honestly engage with their work as it exists in the world, and does not adequately participate in group critiques, or is absent/tardy.

Following Instructions (10%)

The student adheres to the guidelines provided for the course and the assignment. If the paper has a particular framework, the student adheres to that framework. If an assignment is to be submitted as a Word doc on Learning Suite, the student does not email the instructor a PDF.

• Excellent: A detail-oriented student who takes instruction and fastidiously executes it within their work.
• Average: A student who misses some details because they didn’t read instructions thoroughly or take proper notes when instructions were given.
• Below Average: Student ignores basic instructions and guidance given for assignments.

Learning Outcomes Addressed

Non-Traditional Approaches

Students will expand their art practice by engaging in a variety of non-traditional approaches to art production, while incorporating a conceptual framework in their exploration.

New Genre Art Practices

Students will develop a basic understanding of New Genre art practices and their origins, including relevant themes and concerns.

Production

Students will produce a body of work demonstrating a comprehension and engagement with the themes and concepts explored in class.