To begin a brand new project, I am including children in the development process. I'm curious to learn the ways in which children explore form and understand light and shadow . I hosted a workshop to observe and document children's play instincts within shadow and character development.
Yesterday, I spent the morning in CDM's Art Studio space, exploring form and shape with clay and the shadows they cast. Visitors used modeling clay and 3D bits to create interesting shapes and we tested them in different light-treated spaces. As part of our preliminary research on play experience in light, I documented visitor's discoveries to be used as visual reference by our ensemble in NOVEMBER when we begin devising our piece, SHADOWDREAMSCAPE. See some discoveries:
What did I learn?- I was surprised to learn that given our shadow play set-up, children under 4 were not particularly interested in or drawn to the shadow forms. I had thought they'd experiment more with shadows cast on the wall but instead were entirely focused on the object itself. Given, the shadow play areas were set amidst a semi-lit room but it stressed to me how important large and visually striking the shadow set-ups need to be in our installation. Part of the discovery experience will be looking behind the screen to see how shadows are made but the visual draw must be spectacular.
I also learned that CDM's visitors are young. Like 80% of them are under 4. Given my other experiences in children's museums this is a bit younger than I am used to. I will think clearer about engaging toddlers in shadows in safe and inviting ways remembering semi-lit darkness so as not to spook them.
A new project begins in a new part of the country! Woke up this morning in lovely San Jose, CA. I will be here for four days to meet staff, see the museum and lead a couple workshops to get ready for our NOVEMBER-JANUARY 2015 project, ShadowDreamScape debuting in the museum's West Wing Exhibit hall. I got to attend their Lantern Festival last night to celebrate the beginning of the Lunar New Year with over 3000 visitors! I love it here. More posts to come.
Day two was a long but fulfilling one! The morning kicked off with a series of planning meetings with the education committee for the project and prep for our afternoon class. I got to spend a few hours with two of the performers, Jess and Dusty, in the exhibit space with live visitors bustling around us. For the last two months since the exhibit opened, I have been communicating with the performers through a google doc reflection sheet they fill out following each 2 hour performance session as well as photo and videos of their work. We began the project with 6 performers, all Playguides from the museum staff. We were lucky to have the addition of an actor from Brookings who expressed interest in the project for July and August. Though we had a full day of performer training in June and another in July, it was not enough to fully prepare the group for the intensity and unexpected turns of improvising live with children and families for 2 hours a day. Though I was very curious about training non-performers to lead engaging performance segments and further play and inquiry, I have learned a lot about supporting this process and what I might do in future projects.
My morning with the performers was really interesting. It began by observing their interactions in the space. I have spent so much time suggesting and coaching the kinds of interactions the space requires from performers but today required further action. I grabbed an extra costume piece and jumped in! Not only was it fun to demonstrate child-led investigations of the space to the performers but an essential way to train them in supporting their partner's risk-taking. With three performers in the space we could position ourselves in different areas and focus on subject matter of interest to each child. So far in the project, performers have felt most comfortable doing a specific game in the enclosed pond area of the exhibit. Following our live rehearsal, we brainstormed a number of storylines to follow that do not rely on a specific character from performers and use a child's curiosity and problem-solving skills to get information already in the space. For instance, our performers do not speak in full sentences. They use single words to communicate their most central needs. "Home?" they might ask a child. A girl I engaged with today, found a rabbit and repeated back to me "home?". "Nest!" and began to build a nest for the rabbit. "Family?" she asked me. "Hmmm", I looked around. "Search". "Babies," she cried out as the rabbit puppet searched for baby rabbits. Our game continued until we sucessfully found three baby rabbits and sufficient leaves to feed our family. "Happy", she finally said.
Performers and I also worked on some puppet handling skills. I have been watching videos of them handling multiple animals at once, in view of children and casually discarding them at will. We worked on moving puppets at different body points, exploring levels and keeping performer focus on the puppet. Having them use puppets as extensions of their own bodies and emoting along with puppets seemed to make a world of difference in their connections to the performance pieces.
Finally, this afternoon marked another class session with the CMSD Mixed Media students, a group of 6-9 year olds who built the original model diagram for our A Stream to Ponder exhibit space. We stuck to their design as closely as possible and utilized their ideas in other areas of the project's research. Today we explored animal traces or evidence left behind by animals in the habitat. The group examined animal footprints and designed stamps cut from sponges to add to the exhibit space. In partners students had to choose a native SD animal, study its footprints and stride patterns, design a footprint (front and hind legs) and cut a sponge stamp. The group then laid down post-it notes to show where the animal came from and was going to next. They told the rest of the group the story behind the animal's path and following the class, the footprints were added to the exhibit.
Day one of the CMSD August residency involved puppets. LOTS of them! 97 puppets to be exact, in 2 hours...I love making puppets with young people because they can be wildly sucessful using a variety of materials and puppet styles for little ones all the way down to toddlers. We took over CMSD's art studio and filled tables with tons of colorful supplies to inspire 3D puppets that might live in a pond or stream habitat.
As part of our ongoing research into children's inquiry about pond/stream habitats, each child was invited into the exhibit space to find the ideal home for their puppet creature. "Why did you choose this location?", I asked. Children gave lots of reasons for their choices including safety, proximity to food sources and beautiful natural sights. I shot a photo of each child with their puppet in their home and asked each puppets' name. Above is a baby trout named "fish" by a four year old friend. Tomorrow is a day full of observation in the space and working with performer to deepen engagement in the space through prop play and creative drama. Lets do it!
Happy to be back in Brookings, SD for my fifth and possibly final residency period at Children's Museum of South Dakota and our collaborative project, A Stream to PONDer. The exhibit will be open through December 2015 but this is my last scheduled residency on-site and we have puppet making workshops, rehearsals with the performers, a mixed media class with our youth liaisons (group of 6-9 year olds who have been integral to project from its inception) and a visitor workshop on animal traces. I'm feeling a bit nostalgic on this visit as I think back to how this project got started a year ago when I cold-called CMSD to pitch them a project. "Do you have 10 minutes to chat about an exciting interactive project opportunity?"- said the script notes I wrote down before the call in case I froze and forgot what to say. At the time I fully realized how much my pitch sounded like a telemarketer's spiel trying to sell long distance service but had zero luck connecting to anyone via email. At the time, I was committed to my future as a full-time project-based artist and decided the only way to sell someone idea was to hold their attention live, on a phone call. "Sure, I have 10 minutes", Carrie Benson, CMSD Director of Education said. Whoa. Wow, i'm on. I remember my voice going dry in the middle of sentences and consciously reminding myself to slow down. "You know what I mean?" I'd throw in every once in a while just to be sure she was still on the line. After minutes of emphasizing words like "hands-on investigation" and "inquiry-based performance techniques" I was convinced Carrie was not interested and I wasted my time. "Could you send me some grant options to fund a project like this?" she asked and the rest is history. Soon I was on my way to SD for the first time in February to meet a courageous team of museum staff, my partners in research and design of a new, evolving exhibit based on ecological habitats found in South Dakota.
More reflection in the next post
Today was a day packed with meetings, planning sessions and workshop prep. Having never developed a project in partnership with a museum before, I am learning a lot about making decisions with a large group of people. The CMSM leadership team brings many skills to the development process including organization, openness and especially an awareness of what their visitors look for in an exhibit experience. I admit, I struggle with a consensus process in creative work. In traditional theatre projects, the director makes decisions one to one with specific designers in terms of lighting, set design or sound. Our entire project is managed by a staff of very busy museum leaders whose museum duties keep them busy. Im excited and inspired that they are focusing their efforts on our collaborative project for the year to take risks and step outside their areas of expertise.
After laying out all of the elements discovered in our research with children on pond and streams, we prioritized tasks and assigned building projects to different committee ares within our team- education, design and myself. It is challenging to be away from the project for a month at a time. I'm hoping with our new assignments I will be more aware of developments as they progress. Tomorrow I'll be leading a workshop for a group of children involved in the research process early on. We are regathering the group to investigate water movement in the stream area of the exhibit through creative drama and body work and will be testing two fabric dyeing activities that will be available to museum visitors later in the afternoon.
So very pleased to be back for the week as Artist in Residence in Brookings at Children's Museum of South Dakota. I'll be spending the week developing our collaborative installation exhibit, "A STREAM to PONDer: Interconnected Life in South Dakota Habitats" as well as lead some fabric dyeing and native plant sculpture workshops for museum guests and begin the creative devising process with our installation performers. Though initially the exhibit was set to open June 1, delays in our process have led to some awesome discoveries within the research. All of the research on what is included in the exhibit is based on children's questions and ideas about ponds and streams. CMSD staff members Carrie Benson and Mike Mogard began the research process with two images of pond/stream habitats and led children through a process of questioning to assess what kinds of areas children wondered about. Carrie then transcribed each questioning session with children and coded data corresponding to different questioning areas. What's left over? LOTS OF DATA.
Most of this visit will be about disseminating data and making decisions based on most relevant habitat areas, according to the children. What concepts are children's questions getting at? How can we explore concepts in each exhibit area? After seeing the updated space after about 6 weeks, I am excited to dig in. More updates soon to come!
Last week at CMSD, I facilitated a couple of workshops with classrooms who participated in our Visual Thinking Strategies research on Ponds and Streams. We used our bodies and movement to explore properties of POND WEED with tableau and observing each other's physical choices. Following our physical work, we designed and built our own pond weed with textiles, wire and buttons! Take a look at some key moments-
A STREAM to PONDer:
CMSD leadership staff and I spent the day outlining a timeline and parameters of the project in terms of its education/community partnerships, design elements and contractual details. I was very excited to hear about the possible community partnerships which could include the local Game, Fish and Parks departments, Wildlife and Fisheries programs at South Dakota State University, Reggio Emilia preschools, YMCA Summer Camps and the local public library. Beginning in March, CMSD will begin focus groups with local early education programs using Visual Thinking Strategies, a method initiated by teacher-facilitated discussions of art images and documented to have a cascading positive effect on both teachers and students. CMSD staff is trained in this facilitation method and I am eager to learn more about the method and its use as a tool to assess learning and critical thinking around art and concepts for young children.
We also saw the space where the Ponds/Streams exhibit will live June-August 2015. Its called the Here Today Gone Tomorrow gallery and it contains two spaces- an open space and a walled gallery space. Here are some blurry photos I snapped.
By 5pm our team identified some key project elements and directions for the installation. I look forward to our ongoing conversations about the project!
I am excited to work in a new and different way with this museum project. Typically, I show up and present something. In this project, the museum is a partner in development and execution of the installation. More details to come soon!