Design Studio IIA – Puna
Vogelzang

Marije Vogelzang Dining Experience

Ritual Investigations – Performative Space

Te Puna can be translated as well spring or source. It is a watery term, suggesting things that, while powerful (like a river carves the landscape) is also flexible. We see puna appearing in words like Tipuna ~ ancestors and Mokopuna ~ grandchildren. Te Puna is the past and leads to the future.

Puna is understood in this context as the wellspring of ideas and knowledge. Ideas don’t just come from nowhere but have their own whakapapa (lineage or genealogy) –  they come from our everyday practices, from communities, from our heritage, from other designers, artists and from clients. Having an awareness of where ideas come from, allows us to contextualise and articulate them through ‘design and make’ in a conscious and effective way.

 

Aim

The aim of this project is to observe, and understand the performances of everyday life and how these often unnoticed or unexamined performances structure spatial experiences. This happens on a large and small scale, in the city, at work, during dinner, as a shared or individual experience. Underlying these are the personal and collective behaviours that we undertake, informally or formally through everyday rituals. Initial explorations into the performance of ritual and the relationship of this performance to space will inform strategies for mapping, documenting and designing a 1:1 experimental spatial ‘dining’ experience.

Experiments with drawing, video, light and materiality will provide frameworks to explore the ways in which an abstract concept might be activated through the manipulation of objects, materials, space and experience. In this project you will be introduced to a range of spatial representation strategies, these combined with your experimentations, will offer a [spatial] design process to aid in the understanding, development and communication of your project.

Project Brief

This project will unfold in 3 phases. The first two weeks of the course will be focused on learning, experimenting with and developing  tools to create spatial experiences. We will then introduce ritual and performance, considering together the ways that these in public and private spaces, at  a range scales – both in time and space. The final phase of the project will take the tools you’ve gathered in the first 3 weeks of the course and apply these through the realisation of a shared dining experience.

Don’t worry if it doesn’t immediately all make sense! We’ll delivering more information each week and will work with you to make connections between the ideas and processes introduced in the course. 

Here is a basic outline of the course (so that you can see where we’re headed):

Week 1. Introduction to the course, lecturers, spatial design spaces. Introduce space and sound.

Week 2. Introduce light and material

Week 3. Introduce ritual and performance. Introduce dining experience section of the brief.

Week 4. Develop dining experience – topic research, 1:1 testing and prototyping

Week 5. Continue to develop dining experience

Week 6. Refine and present dining experience.

 

Here is a pdf of the brief 224.257_Ass1 2021_#. This document also outlines the Learning Outcomes and Assessment criteria for the project as well as key dates and submission requirements.

Week 1

Monday: 

  • Introductions – to each other, to Spatial Design at Massey, to our shared studio space and facilities, to the course and to the first project.
  • Bodies in space!
  • Stream, Spatial website and Mural – resources and expectations for the paper

Reminder: There is a tutorial for this course on Wednesdays at 3-4pm. It is recommended that you attend this in person, if you are unable to make the tutorial will always be recorded. There will tasks that are part of your studio course and assessment that are addressed and supported through these tutorials, they are an important part of your learning for the course.

Independent study for Thursday:

  • Set up your Mural. Links to our shared Mural board, and your individual board are here.
  • Attend the tutorial on Wednesday. This will cover a range of tools for researching imagery, arranging your ideas, using Mural and documenting your work.
  • Find and add to your Mural workspace:
    • 5 examples from art and design where bodies are positioned in particular ways that have an effect on the context they are in, for example, where status is being asserted, comfort is present, the body is doing something it wouldn’t usually be doing in that space, drawing attention to something about the architecture of the space.
    • 5 examples from a mix of public and private space is utilised in a way that is different to its intended purpose. 
    • source sounds – annoying, panic, exciting, revved up, uplifted, inspiring, surprising (but a not a crash or boom sound), find two examples from this list. 
  • Attend a 3D workshop induction

Performance Theory

Here are some links videos of some key theorists discussing ritual, performance and performativity. We will look at these ideas on more detail in week three but you might like to get used some of the language and concepts being discussed.

Marvin Carlson – www.youtube.com/watch?v=ZxlhXvphx6U&ab_channel=lisbonconsortium

Richard Schechner – www.youtube.com/watch?v=Vhk-WQ37fTY&ab_channel=CompanionWebsites

Erika Fischer-Licte, discussing the tension between the real and unreal in theatre, consider how by by observing someone else doing something (even if this is a fictional thing) has an effect on the audience/those who are observing the action – www.youtube.com/watch?v=PMqiouM9LJM

Don’t worry if these don’t all make sense! We’ll spend time exploring these concepts together through discussing and 1:1 (full scale) making!

Thursday:

  • General catch up and recap Monday session.
  • Share examples collected from independent study in small groups.
  • Sound experiments – in class exercises (exercises outlined below)

Independent study for Monday week 2:

  • Find 5 examples from art and design where light is a central part of the work. 
  • Find a description of light in a piece of text (this can be a short paragraph)
  • Find 5 examples from out in the world/the surrounding city, university, your neighbourhood, home where light creates atmosphere.

Ensure you have signed up to Mural and are adding all of your class and independent study work to your individual board.

Sound Experiments (in class):

Exercise 1

  • In groups 3 of three choose one sound (not piece of music)
  • Find a place that echoes and play sound in this space. Document what makes it an echoey space eg size and materials, list materials and size. Manipulate the sound by adjusting the volume, distort the sound with something external to the device eg: playing it in front of a fan, in your pocket, in a container. Change the proximity of the of the sound to the audience, play the sound in the space, record and playback into the same space. Document experiment through: recording sound and video, drawing, writing
  • factors to consider: volume, distortion, what you’re playing the sound through

Exercise 2

  • In groups 3 of three choose one sound (not piece of music)
  • Find an absorbent space and play a sound as before.
  • Document what makes it an absorbent space eg size and materials, list materials and size.
  • Manipulate the sound by adjusting the volume, distort the sound with something external to the device 
  • Change the proximity of the of the sound to the audience, play the sound in the space, record and playback into the same space. 
  • Document experiment through: recording sound and video, drawing, writing
  • factors to consider: volume, distortion, what you’re playing the sound through

Exercise 3

  • In groups 3 of three choose one sound (not piece of music)
  • Create an image or action and use one of your recorded sounds to manipulate original, expected or intended meaning.
  • Source an image or moving image eg. fire/waterfall and use your sound to manipulate….
  • Document your response to the sound. (has the meaning changed….) 
  • Document experiment through: recording sound and video, drawing, writing
  • Factors to consider: volume, distortion, what you’re playing the sound through

Week 2

Monday:

  • Share examples collected from independent study in small groups.
  • Health and Safety in 10C19
  • LX experiments – in class exercises

Reminder clinic on Wednesday 3-4. You will be using your description of light in this session, so make sure that is handy! Your work that you do at clinics should also be posted on your Mural.

Independent study for Thursday:

  • Find 5 examples from art and design where material is a central part of the work. 
  • Find a description of a material or materiality in a piece of text (this can be a short paragraph)
  • Find 5 examples from out in the world/the surrounding city, university, your neighbourhood, home where materiality combine with light or sound creates atmosphere.
  • Find another example of a text description of light that is different to your first one.

 

Light Experiments (in class):

In 10C19:

  • What are some examples of a private ritual?
  • What are the ‘elements’ of these 7 lights step by step
  • Hiit – at each light create an interesting image or movement that explores the idea of ‘ritual’ – you have 4 minutes at each light. Each image or movement should last no more than 10sec
    • Eg. washing hands – how can each light change the context/mood/feeling/meaning of washing hands.
    • Consider – proximity to source, direct or indirect light (bounce), audience placement

In studio 10b12b:

  1. Natural Light
  • In groups find an example of natural light that effecting or creating a mood or meaning in the surrounding environment and document the light and your response to the prompts below.
  • Are you able to manipulate the light or how we view it? – what effect does this have?
  • factors to consider: intensity, shadow, colour, source, proximity to source, ‘audience’ placement, direct or indirect light

2. Artificial Light

  • In groups find an example of artificial light that effecting or creating a mood or meaning in the surrounding environment and document the light and your response to the prompts below.
  • Are you able to manipulate the light or how we view it? – what effect does this have?
  • factors to consider: intensity, shadow, colour, source, proximity to source, ‘audience’ placement, direct or indirect light

Thursday:

  • Tutorial catch up and independent study discussions and general check-in
  • Material exploration exercises
  • Health and Safety catch up
  • Making narrative – combining the tools we’ve explored over the last 4 sessions

Independent study for Monday:

  1. Watch the Marvin Carlson interview and write a short 150-200 word response to this discussion. 

2. Document a ritual that you perform regularly. Consider how you might best capture the details of how this ritual is performed. Consider how some of the ideas that Marvin Carlson raises in his interview might inform the way that you document your ritual. Consider the spatial design tools that we have explored so far in the course too – light, sound, body and materials – and the ways that these inform the performance and documentation of your chosen ritual. Post your documentation to your mural.

3. Complete the video task from the Wednesday tutorial session.

4. Complete any independent study tasks that you have not done yet. These are important tasks that inform each session and the learning outcomes for this course.

In class tasks – summary:

  1. Find an object in the room and do site analysis of the object, both generally eg, chairs, then specifically this chair.Consider: Where do you find it eg in an institution, outside etc., how is it used, who uses it, is it associated with a particular demographic or group, how does it make you feel, what factors influence response to it?
  2. Find an object in the room and do  a site analysis of the object both generally eg, chairs, then specifically this chair.Consider: Where do you find it eg in an institution, outside etc., how is it used, who uses it, is it associated with a particular demographic or group, how does it make you feel, what factors influence response to it?
  3. Using your material, plus either or bth sound and light and the body (audience and performer) create 3 moments that fit together: material, material+ sound and light, material + sound, light and the body.

Week 3

Monday:

  • Ritual and Performance presentation
  • Remaking ritual documentation 
  • Public space and ritual exercise

Attend the drawing and performative mapping techniques clinic on Wednesday 3-4 in 11A26. This clinic is focused on drawing as a generative tool and representation techniques. This will help you to develop the multi-media collage/storyboards that you created in studio.

Independent study for Thursday:

  1. Complete the in class exercises. Each group should have 2 mixed media collages, and each individual should have their own collage that they make as part of the tutorial on Wednesday.
  2. Bring an artefact from your own cultural experience of eating eg. bowl and teaspoon used for eating a particular type of food, a can of baked beans, a placemat etc
  3. Bring a utensil that you would eat salad with. 

In class tasks will be updated after the session.

Thursday:

  • Share artefacts
  • Discuss dining and introduce the project, groups, assign courses, group murals
  • Group research into courses – history and function
  • Assignment parameters

Independent study for Monday:

In your groups – this is a group project from here on  out – research and create 2 possible concepts. These must be expressed visually in some ways, including a combination of drawings, sourced images, video and sound. Use the collage and storyboard techniques introduced this week to collate and share you research.

This is now a group project, these are your groups:

  1. Nhi, Grace, Celia, Sabina, Holly
  2. Keeley, Hilary, Ella, Sophie, Tegan
  3. Madeleine, Ryan, Briar, Marie, Amba
  4. Gabrielle, Samuel, Jessika, Mollie, Aidan
  5. Kezia, Kate A, Nina, Rhys
  6. Hannah, Libby, Rhiannon, Kate J, Aimee
  7. Shyla, Lottie, Nicole, Annie

Notes about this next phase of the project:

Food, and all that is associated with it, is already larger than life. It is already highly charged with meaning and affect. It is already performative and theatrical. An art of the concrete, food, like performance, is alive, fugitive, and sensory.  (Barbara Kirshenblatt-Gimblett)

Now begins the intense design exploration and making phase to produce and stage a seven course social encounter meal. Each of the groups will take on one course and will design and stage a dining experience for 8 people (four guest reviewers and four students – each group will have one turn to ‘degust’ one of the courses). However, the goal and emphasis of this dining experience is not solely on the food (as in food design) but on the social encounter and on the communication of a food / eating related topic. It is important that the spatial and object interactions aid the communication between people (socializing) and the communication of information (interpretation).

The design will be based on your research and idea development of the assigned course, a food topic, material exploration and testing as well as precedent projects. All components need to be well considered and crafted – it is of the utmost importance that anything constructed is well designed and assembled. Iterations and constant communication during the making of the components with the tutors will be essential.

All seven groups also have to work together at the same time as individually developing their allocated course’s concept. You will have to choreograph and ‘lead’/wait on the guests from course to course – it is therefore important to also ‘design’ the transition from one course to the next, and how to begin and how to end. So each group will have to consider the beginning and end of their course in relation to the preceding or following course, or/and start and finish of the meal itself.

Week 4

Monday:

1.Workshopping concepts. Refer to in class slides for workshopping instructions.

2. Where to from here. Making a production timeline.

Independent study for Thursday:

Attend the weekly tutorial, 3-4pm in 11A26 or via zoom. This week the tutorial covers techniques for analysing text and responding to it through design. We will be using the Ellen Lupton text for this (see below).

  1. Repeat 1 round of the workshopping techniques that we went through in class together with your chosen concept. Note: this is not to change your idea but to refine it. We will discuss together in class how you might do this.
  2. Read the Ellen Lupton reading (in the Readings folder on our course Welcome page on Stream) and answer the questions under this box. This is an individual task however post your responses to your group mural. 
  3. In response to the reading and tutorial bring to identify for Thursday what an alternative table cloth, plate and apron are in relation to your group’s chosen topic. Each person to bring a response eg. if you have a group of 4 you will have 4 alternative table cloth options. Note: you can ‘bring’ these items in any form eg. a series of sourced images, a prototype you have created, the raw material etc.

On Thursday we will be testing 1:1 around the table. Bring materials, mock-ups, prototypes, test objects.

Independent study task 2, Reading response questions:

Identify the artworks’ design elements (7×70 and others – go on the Studio Orta website) and as discussed by Lupton.

In your reading response address the following:

  • What is the design/installation/event doing?
  • What is the function of the various elements?
  • What do the various design elements – objects, space etc. narrate
  • How do people engage with them?
  • How did the artists change / shift the reading, meaning and use of them (appropriation / recontextualisation)?
  • What societal issue do the works address?
  • What issue(s) are addressed in your course / group work?
  • What are the precedents and the traditional or conventional uses of the elements/objects that you are considering using in your experience.

 

Project Key dates – reminder:

Thursday 1st April: 1:1 Social Dining experience – presentation live in 10C19. 

Tuesday 6th April: Submission of mural (group and individual), Project documentation  – this submission is individually through the dropbox on Stream.

Thursday:

  • Aprons, plates and tablecloths…
  • 1:1 workshopping, in studio and 10C19 around the table. In these workshops we will look at ways to zoom out and consider the overall experience and zoom in to address specific objects.
  • Progress reviews – where are you at and where do you need to get to for Monday.

Independent Study:

Read the Vogelzang readings – Action, Culture, Nature, Psychology, Science, Senses, Society and Technology. Don’t be alarmed, these are all very short readings! Choose 1-2 quotes from each excerpt and make a link between the ideas discussed in the quote and those that you are working with for your dining experience. This is an individual task.

Continue to develop  – through 1:1 testing, drawing, prototyping. For Monday each group will need to have:

  • a mock up of what a ‘tabling setting’ will be eg. what’s in front of each person  – your group’s version of plate, cutlery etc. 
  • visual representation of the beginning, middle and end of your dining experience through  a combination drawings, the assemblage of imagery found or generated, footage of tests.

 Submission requirements due April 6:

each group to create:

  • 1x project statement (100 words)
  • 2x Research pages 
  • 3x pages of design development – including these elements objects, sound, light, video, projection, 
  • Documentation of your dining experience, including: video of the experience (this can be a combination of footage -found footage/rendered video), rendered imagery, drawings, photographs, objects (photographed), gifs….. At least 1 video and 2 pages per group.

You will also submit your murals (this is a digital workbook so should include all work done towards this project) – the individual and group pages. Either downloaded as a pdf or create screen shots. Please don’t delete anything from your online Mural! This is part of your assessment and we need to be able to see your process work.

Submit to Stream, each student will need to individually submit their work. The drop box will close at 11am.

Week 5

Monday:

  • Tables settings – quick review to the class
  • Workshopping dining experiences. Identify what you need to make/test/develop ahead of stumble through on Thursday, use your visual map of the experience as a starting point to ‘stand up’ your ideas.
  • Group catch ups with Nick and Meg. Lighting plans.
  • All back together 11.45 – review independent study and tutorial information.

Attend the weekly tutorial, 3-4pm in 11A26 or via zoom. This week the tutorial covers representation and presentation techniques. 

Independent study for Thursday:

Test, test, refine, test, develop test….

Create and develop a mock up of your whole dining experience. Some but not all of these elements need to be in a more developed and refined place than they were on Monday. Elements include: utensils, food placement, ‘plates’, lighting, sound, projection, table covering, audience participation.

 

Thursday:

  • Stumble-throughs – each group approximately 15mins
  • When you are not stumbling through continue to work on your dining experience
  • Check in with the group before and after to yours to find out how their piece begins and ends to be able to create transitions between each course.
  • Class catch up 11.40am

Independent study:

  • Continue to refine and develop your dining experience. We will be doing dress rehearsals of these on Monday. We will need at least 1 serving of what you are proposing.
  • If you were not able to do so in class time – check in with the group before and after to yours to find out how their piece begins and ends to be able to create transitions between each course.

Week 6

Monday:

Dress rehearsal and feedback.

Consider and test, how you will be documenting your dining experience, do you need to ask other people in the class to help you group, do you need to book a camera + tripod,  how you will transition between your course and those either side of you…

Independent study for Thursday:

Action feedback, development and refine details, run you experience.

Please note: the blog will be updated weekly. Everything beyond this point is not up to date information!

 

Last modified: March 29, 2021