Task party︎︎︎
If you are looking for a new way to engage students at the
beginning of the year that will get them talking to each other, experimenting
with materials, and having fun, consider throwing a Back-to-School TASK Party!
Oliver Herring is an experimental artist living in New York City.
He is well known for his improvisational events, known as TASK. TASK Events are open-ended, allowing for interaction with other participants and their environment. While there are a few different versions of how a
TASK can be structured, they all share the same basic components:
A designated area.
A variety of props and materials.
Active participants who both write and perform tasks.
While this open-ended structure can be somewhat chaotic, it also provides your students with unlimited opportunities to be creative. Each student will write down a task on a piece of paper. The tasks will then be collected in a pool for others to pull from. It is up to the individual student to interpret each task.
Possible Tasks:
· Make a hat and wear it.
· Create a mask and walk around the class to make someone smile.
· Design an outfit for the year 3019.
· Build a new invention and act out a commercial for it.
· Draw how you feel about your first day of school.
There are endless possibilities of what your students can write, create, perform, and experience during a TASKparty. When students finish a task, they will need to write a new task before pulling another to complete themselves.
A TASK party can be a great opportunity to encourage collaboration and creative thinking. Try not to give too many specific examples to your students, so each class can develop their own unique experience. As students work through each task, they’re naturally going to play and get noisy with excitement. But while this seemingly out-of-control event is happening, students are also problem-solving and working together.
More info at: TASK
Oliver Herring is an experimental artist living in New York City.
He is well known for his improvisational events, known as TASK. TASK Events are open-ended, allowing for interaction with other participants and their environment. While there are a few different versions of how a
TASK can be structured, they all share the same basic components:
A designated area.
A variety of props and materials.
Active participants who both write and perform tasks.
While this open-ended structure can be somewhat chaotic, it also provides your students with unlimited opportunities to be creative. Each student will write down a task on a piece of paper. The tasks will then be collected in a pool for others to pull from. It is up to the individual student to interpret each task.
Possible Tasks:
· Make a hat and wear it.
· Create a mask and walk around the class to make someone smile.
· Design an outfit for the year 3019.
· Build a new invention and act out a commercial for it.
· Draw how you feel about your first day of school.
There are endless possibilities of what your students can write, create, perform, and experience during a TASKparty. When students finish a task, they will need to write a new task before pulling another to complete themselves.
A TASK party can be a great opportunity to encourage collaboration and creative thinking. Try not to give too many specific examples to your students, so each class can develop their own unique experience. As students work through each task, they’re naturally going to play and get noisy with excitement. But while this seemingly out-of-control event is happening, students are also problem-solving and working together.
More info at: TASK
︎︎︎from Oliver Herring
Welcome to mapping collaboration, a toolbox for workshopping and creating across disciplines...
In spite of a long history of interdisciplinary creation, from our earliest recorded arts to our present moment, artistic pedagogy has created divisions between disciplines. This has left artists in a "post-Babel" condition where we don't share the same language and definitions. It’s also encouraged artists to develop practices for devising, creating and composing work that are distinct to their disciplines.
In spite of a long history of interdisciplinary creation, from our earliest recorded arts to our present moment, artistic pedagogy has created divisions between disciplines. This has left artists in a "post-Babel" condition where we don't share the same language and definitions. It’s also encouraged artists to develop practices for devising, creating and composing work that are distinct to their disciplines.
The inspiration for this project came from faculty and students at Simon Fraser University’s School for the Contemporary Arts where BFA, MFA and PhD programs in Dance, Theatre Production and Design, Visual Art, Film, and Music and Sound all work together in studio settings and playfully experiment with processes of art-making.
We wanted to create a database of projects, assignments and theory that we collect inside the studio and from research happening in other places. We are curious about how we collaborate and how structures reoccur, translate and deviate from one discipline to another.
Composition is central to these processes and offers a base for our approaches and experiments. We are excited about what our students are doing and inspired by the new languages in contemporary art and performance we continue to see develop.
︎︎︎select a category above to build assignments, learn more about how artists process ideas across disciplines and to create a collaborative process of your own
︎︎︎these tools are collected and used in workshops and classes; some are resources from artists; some are quotes about art-making and how bodies think and listen; others are ideas to expand and disrupt your own training and processes.
︎︎︎Each idea is intentially short- and not meant to be executed as written, but to be adapted to your own practice and specific project/context. Some may be taken in parts or combined with others to spark new ways of training and making together.
︎︎︎submit your own ideas and tools so we can keep building this site!
︎︎︎select a category above to build assignments, learn more about how artists process ideas across disciplines and to create a collaborative process of your own
︎︎︎these tools are collected and used in workshops and classes; some are resources from artists; some are quotes about art-making and how bodies think and listen; others are ideas to expand and disrupt your own training and processes.
︎︎︎Each idea is intentially short- and not meant to be executed as written, but to be adapted to your own practice and specific project/context. Some may be taken in parts or combined with others to spark new ways of training and making together.
︎︎︎submit your own ideas and tools so we can keep building this site!
