Why?

This is a chance to synthesize all of what you have learned this semester—conceptually and technically—and push yourself further to create a culminating project.

Brief

You will create a self-directed final project that fits within the category of new genre. This can be purely a work of sound art, performance art, video art, or installation art, or a hybrid. The scope should be commensurate with that of a final project and the time given to work on the project.

You are required to submit a brief written proposal (150–300 words) that outlines your central concept and how the execution grows from the concept. This may be submitted as a Word doc or PDF on Learning Suite. You will review this proposal with the instructor during a one-on-one meeting.

The project must be viewable by the class at the critique, so it should be installed in the project space or nearby, or viewable on the classroom TV, or provided as a sound file that everyone may listen to. Time-based works should be able to be experienced at the critique as a piece no longer than five minutes, even if the entire work is longer. Documentation of the work should be no longer than ten minutes.

Coordinate with the instructor on reserving room in the project space if you intend to install your work there. This is allotted on a first-come-first-served basis, so do not delay.

The work should be appropriately documented in photo and/or video, and the documentation submitted on Learning Suite before the final critique. Documentation should be of a high level, thoughtful, and appropriate to the project. For example, a sound installation should be documented with at least video if not both video and photography to capture the sound and the visuals. A video project can just be submitted as a video file, but a video installation, should have documentation of the installation and not just the video. If you have questions, please reach out to the instructor.

You are also required to submit a self-evaluation along with your assignment, so leave enough time to complete the assignment and ruminate on your experience. 10% of your grade is based on your Assessment/Critique—this includes your self-assessment and participating fully in the group critique.

The project space must be returned to its original condition if not better by 7am the day after the final. If the space is not returned to its original condition, including any trash left behind, you will lose 5 points per day until the space is restored. After two days, you will receive a failing grade on the final.

Submission Checklist

Plan and execute a thoughtful and well-crafted project]. This might include scouting for locations, reserving space, renting a locker, and/or checking out equipment from the department or the library. Make sure your project will remain viewable and complete through the duration of the critique. This may involve doing prototypes and tests of materials over time to make sure they will not fall, sag, discolor, or fall apart. Document your work for your portfolio! Take good, well-lit, and in-focus photos and videos of your piece. Get detail shots. Shoot video of you walking through the space. Submit your self evaluation as a Word doc with your assignment.

Tips and Considerations

• Consider the time given for you to plan, execute, and document the project and come up with something appropriate and ambitious.
• Ask yourself what you are hoping to accomplish with this project.
• Set a production schedule for yourself to account for testing, trouble-shooting, installing, and documenting.
• If you are involving anything that has a level of unpredictability to it, test it in the manner it will be used in real life. If you have video, set it up to run over a long period of time to make sure the screen does not go to sleep, that the video loops as expected, and that the sound works. Never assume that things will work exactly as you expect them to in your head.
• In installing work, take into account how your project will be lit. Should it be in a darkened space? Does it require a spotlight or two? What about colored lights?
• If you are planning an outdoor project, keep in mind that the weather may not cooperate and may be antagonistic to you and/or your material.
• Confer with the instructor before beginning your project to discern what possibilities and pitfalls there may be.
• Consider the ethics of your interactions.
• Experiment! Ask yourself “what if” questions and try out those ideas with quick prototypes. Don’t make the first time you try out the ideas be for the final production.
• Own your decisions. Don’t just make decisions based on convenience or laziness. Make choices that are informative for the piece.
• Use the instructor! Ask questions. Seek input. Brainstorm with them.

Floor Plan

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.

On-time Submission

No late work is accepted except in case of illness or family death.

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.