Date Start Course:
Date End Course:
Visualization: The Re-Storying of Place
- Guest Artist: Molly Turner
- Brainstorm (i.e. visualize) how community-based art can "come alive" through a collaborative decision-making process
- Develop a communal sense of place and finding common linkages and stories to tell
- Continued work on The Way Finding Art Project
Marian Bantjes: Intricate beauty by design
Environmental Art 384, University of Guam Spring, 2009
The American Red Cross' take on sense of place
Making a Sense of Place: Portland
Reverse Graffiti Hits the Streets of Porto Alegre, Brazil by Cameron Scott, 06/15/10 Reverse graffiti — removing paint or dirt from a wall to create a pattern — is a hot trend internationally, and many cities have had a hard time figuring out how to handle it legally. Inhabitat reader Aislan pointed us to this cool video of graffiti artists removing exhaust on the tunnel walls to write “For a Clean Porto Alegre.” Police show up, hear the invisible inkers make their case, and end up shielding them from traffic while they work! Is reverse graffiti the same as conventional graffiti, since removing the images can be difficult? It ought to depend on whether paint, or just car exhaust, is removed, and whether the reverse writing is potentially offensive. Police in the fast-growing Brazilian city of Porto Alegre seemed to agree when they came upon these reverse taggers at work in a traffic tunnel. Vehicles are the biggest source of air pollution in Porto Alegre, so the message is right on target.
- A few links and commentary on reverse graffiti
Here are a few slides from Bangladesh a couple of years ago. Some great stuff was made from paper pulp!
Visualization: Our Shared Values
Course Overview: This course will be an exciting romp through the world of community-based environmental art. Does it have a place within academia on a university campus? Over the course of four classes we’ll focus on themes such as building community through collaborative art projects, development of personal sense of place, and empowerment made through enhanced connectedness to the environment and to each other. Each class will be divided into two parts: first will be an interactive session where we will discuss the process of making community-based art from creative conceptualization through to the realization of a formal proposal; and second will be an experiential, or hands-on, session where we will design and create a community art project together. Students should come to class prepared be active, get dirty, and walk outside. In addition to staying up-to-date on class readings and resources, students also will be expected to work on, and contribute to, the community art project outside of class.