Monthly Archives: October 2017

Class Collaboration 2017

Collaboration Synopsis:

This is a studio work session / reflective exercise based class.

Students will chose to bring in the materials of their choice (not mandatory but you may choose to) to generate, complete and present their group outcomes during this class session. If you have a lap top computer, this would be a good class to bring it to (not mandatory but may prove useful).

This class project is generated, documented, presented and critiqued in immediacy all in one class session. We will record our process and results by publishing them to our class blog. Each group will submit a statement of their piece and then individually respond below.


Group #1 – Statement: – Meghan, Sharron, Laura & Chie


Duality kickstarted with personal experiences revolving around male expectations of feminine behavior. From this cloud of negativity positive success stories were shared, which in turn highlighted the complex thought process culminating a duplexity of feminine mindset in society. Examining what is said or projected versus what is actually felt allowed us to simplify emotions as related to representational colors.

Each artist identifying with a specific color was able to recognize the duality of their hue. Yellow radiates happiness, warmth, perfection. When thought of as mustardy yellow, the grit of earthy elements forms a dichotomy of image.  Red is a hue that has the power to motivate yet intimidate a soul. It’s dominate nature can be overwhelming but in turn can also be used as inspiration to try something new. Pink is associated with femininity and sweetness but when turning a hot pink it can represent an edginess. Blue can denote an inner weakness and sadness yet it serves as a stable source of strength. These colors and feelings suggest how people see you and how you see yourself. It has the power to bring the imperfections of humanity to the surface if only in the subconscious.

Duality is the collaboration of four strong women permitting the simultaneous transmission of two messages in opposite directions. We reveal the complexity of the female mind and celebrate the ability to prosper through challenges.


Group #2 – Statement – Grace, Len, Joselyn and Hyon.

Our presentation centered on the socio-political causes that most interest us: ANIMAL RIGHTS, THE ENVIRONMENT, HOMELESSNESS and NUCLEAR PROLIFERATION. As these issues were discussed, pertinent articles were downloaded and digitally collaged on top of a photo of planet earth as a unifying visual, illustrating how all of these concerns are presently at-risk due to the policies of Donald Trump.

Each student will leave a comment below about the project by answering the following questions:

What did you learn the most through this collaborative experience?

How did the immediacy of the project’s time-frame effect your decision making and ability to work in a group?

What will you apply into your writing practice as a result of this experience?

In reflection, what would you have done differently and why?

Week of 10/17 Part 2 – Assignment

This coming week in our class on 10/24 we will engage in our class Collaboration project #1 .

This is a studio work session / reflective exercise based class.

Students will chose to bring in the materials of their choice (not mandatory but you may choose to, and if so, I suggest dry media) to start, complete and present their group pieces during this class session. If you have a lap top computer, this would be a good class to bring it to (not mandatory but may prove useful).

This class project is generated, presented and critiqued in immediacy all in one class session. We will record our process and results by publishing them to our class blog.

*DUE on 10/24: Thesis / Research paper outline. Please e-mail your work to me or print out a copy and bring it to class. A synopsis for each criteria listed in the class writing template here.


*Historical Collaborations – Take a look at some of these examples over the course of your week. Bring any ideas that you have to class.

The 10 Most Memorable Artist Collaborations


Week of 10/17 Assignments & Info

We begin our 10/17 class with a reviewing your writing progress, a look into what has been accomplished thus far, what can be improved and applied.

**Last week we spoke about the campus writing center, did you make an appointment?

We also spoke about creative approaches writing an artist statement by generating a list or a series of short statements. Let continue to develop those short fragmented statements into full sentences and paragraphs.

Class collaboration project#1 will take place next week during our class session – It will be an introduction and concept generating session. An in class group brainstorming exercise will take place.

We will also be discussing the works of several artist collaborations over a historical timeline as well as student works from previous semesters. The class will break up into two groups to generate and idea/concept and plan to create and present the works.

Historical Collaborations – Take a look at some of these – What do you like or dislike?

The 10 Most Memorable Artist Collaborations

Due Next Week – Research paper / Thesis (for MFA Students) Outline – A synopsis for each criteria listed in the class writing template here.

Artist Statement Writing – Week of 10/10

This week in class we discussed writing an Artist Statement.

Previously we used a writing  approach for our Manifesto that encourages the use of making a list of statements to communicate and express ourselves publicly. In the coming weeks each student will be creating and completing an outline for their research papers, and for some, their final thesis.

This week, please begin writing an Artist Statement by generating a list of 15-25 (or more) individual short statements in the form of a list (just like your manifesto).

Put your emphasis on a current body of your work. This should be something that you have been working on for at least 1 month, but no longer ago than one year.

Questions to focus on: (but you are not bound to)

  1. Description/Abstract: Introduction. Descriptions of the concept and body of work that you will be discussing. Be clear and objective, you need not tell your whole life story here. By creating a list, you will illustrate the many fragments of your thought process. Don’t worry about editing or making them perfect, just list them.
  2. Process, Materials and Methods: Here you will a list and discuss the descriptions of your working processes, techniques learned and applied, and the materials used to generate the art that you create. Why have you selected these specific materials and techniques to communicate your ideas? How do these choices effect how the viewer will receive your work? Have you personalized a technique in a new way? How so? Were their limitations and new discoveries?
  3. Resources and References: Historical and cultural referencing, artists, art movements, databases, and any other form of related influence. How has your research influenced your work, ideas, and decision-making process? What contrasts and contradictions have you discovered about your work and ideas? How has regular research and exposure during your program inspired you? Have you made direct and specific connections to an art movement or a series of artists? Explain your discoveries and how you came to those conclusions.
  4. Exhibition Simulation: You will be mounting a final thesis exhibition of your work. How will you be mounting your exhibition? Why have you selected this particular composition? How did the space itself dictate your choices for installation? How will your installation effect or alter the physical space itself? Will you generate a floor plan sketch to accompany the proposed composition? If so, please explain, if not, also explain why? What kind of help will you need to realize the installation? What materials will you be using to install? Do you have special requirements for ladders, technologies and additional help? Explain in detail.
  5. Reflection: What have you learned over the course of your graduate program? How has the program influenced your work and how you communicate as an artist? What were your greatest successes? What areas do you need to work on? What skills will you apply directly into your continued professional practice? Do you plan to teach after you graduate? If so, what philosophies and theories will you apply into your teaching practice? Where do you see your self professionally as an artist in 3–5 years?

**Keep in mind – Only graduating students need to focus on #4 & #5. 

Please publish your Statement in the Comments section below! Have fun with this!

The Campus Writing Center

It is highly advised that all students contact the writing center on campus to have their research and thesis papers evaluated and discussed. You can do this with your current drafts and works in progress as well.

The Writing Center is located in Humanities Hall, 2nd floor, room 202.


Contact them by Phone: 516-299-2732

Contact them by E-mail:

LIU Writing center Website  –

LIU Writing Centers Resources Links –


Keep in mind that at the end of semester they get busier than usual, please contact them to make an appointment!


Remix Fairness, A Closer Look.

Remix Fairness, A Closer Look.


My friend and colleague Michael Branson Smith shared this great piece with our CT101 class a few years ago. It continues to be very timely and speaks to artists of all kinds –

Andy Baio is a software developer for Kickstarter, he writes and speaks about his experience being sued by a photographer and is forced to settle and pay thousands of dollars. This is despite the fact he believes the law is on his side and so does his pro-bono counsel the EFF.”

Questions to address in the comments section below :

1. What did think about the presentation?

2. How has this presentation solidified or changed your point of view or awareness on the subject of remix and reuse culture?

3. How does this information effect the way you may or may not promote yourself as an artist on the web?

( Make sure that you read Andy’s blog post here as well -> writes <- )