An Exploration in “Moment”: The Individualistic and Communal Experience

 

by C. Medeiros and P. Yu (click link to download the mp3)

In a museum gift shop, you often get the opportunity to purchase a souvenir or momento of your visit. Shelves are filled with novelty items such as fridge magnets, key-chains, collectible mugs, posters, post cards, miniature figurines, and other small items that visitors are often happy to buy. As you bring home these items, they become memory keys that unlock your time spent at the museum. As time goes by, souvenirs gather dust in your kitchen counter or living room display case. Layers upon layers of dust form, and collect, concealing the object, and eventually if untouched and unmaintained, render it out of sight. “Out of sight, and out mind” is a cliche but, in a similar way, memories fade and eventually gather dust in the corners of the living room display cases of our minds. Images become blurry, and elements of the visual stimuli are unclear. However, what seems to stand the test of time are the vague, yet strong feelings and sensations that get triggered by a momento. It’s true that you may not recall why a certain feeling visits you in contact with a momento, but you feel it’s pressence. Though you cannot grasp at the intangible phenomena, you are aware of its existence, the moment or momento. The memory evoked by the momento can be different for everyone, as everyone’s perceptions vary in any given event. They reflect the person’s life experience and nature. The momento could trigger a memory anywhere from being in the long line up at the gift shop that you stood in, in purchasing it, or remind you of a certain artifact that you saw in the museum, that brought you to memories of looking at your uncle’s travel album from his twenties. The quality of these momentos are that they are fleeting and impermanent, and  being altered every time they are visited. However, the core, and the essence of the memory seem to be ingrained in our minds. Underneath the dust, the core of the momento is still present. In those moments, the intangible and fleeing sensation of nostalgia occurs.
In our fascination with moments and momento, Cat Medeiros and I became especially interested in the sort of nostalgia or momento embedded in songs. It began with stuttering questions such as, “what is that thing in a song, that you feel, that makes it a thing in the song and in time?”. It was difficult to verbalize what we were trying to define. Eventually, we decided to classify that “thing” as a “moment”. But no ordinary moment, as in a space in time, but in the context of a song. So we had to consider what a “moment” was as well, and through our exploration we also hoped to better understand the place of lyrics, vocals, melody, and rhythm in the making of “moments” in a song. Though not yet cemented, we created a working definition of what a “moment” is in the context of a song. A “moment” was a portion of the song that makes one moment in time stand out and more significant. It lives inside the song until activated. In a “moment”, an eruption of sensation, whether it be positive, negative, or neutral, is released. Again, different elements in a song will move everyone differently. True, often times people will like the same songs, or be moved in a similar way. For example, in my experience, I have found that Celine Dion’s “My Heart Will Go On” can make any group of people release tears. Same goes for Vitamin C’s “Graduation Song”. Those seem to have obvious reasons for being songs that make people emotional. The movie, “Titanic” was a hit movie, and everyone who saw it cannot deny shedding a couple tears in it, and of course, “Graduation Song” make some former students cry, in memory of leaving high school. However even when there seems to be commonalities in hit songs or one hit wonders, a different “moment” will move people in a variety of unexplainable ways that go further than the simple emotions of happiness, melancholy,  excitement, and anger. Some of these moments will release feelings of self-conscious emotions such as pride or guilt, or more complexed emotions.  It may be even almost random, because the “moment” isn’t due to the form of the song. We also found that, once these moments are explained, they are no longer the magical thing they once were. Once we verbalize the reason behind classifying a moment, as moment, it is not longer the magical moment it once was. Perhaps once language can describe the intangible phenomena, it has been restricted and altered. Moments don’t necessarily have to be contained in words such as happiness and sadness. Often times they cannot be captured. Like seeing a sunny day’s projection of a rainbow in a lawn sprinkler, no one can physically grasp it, and even though child may not understand the mechanics of light, it’s subtle beauty can be admired by all.  Attracted by it’s allure, we began our exploration of moments evoked by songs in childlike curiosity in pursuit of understanding the phenomena of “moment”.
Though moments with nostalgia or momento embedded were fascinating to us, we found that another kind of “moment” is also interesting. In these moments there is an element of what we call, “epicness”. In the context of a song, “epicness” is a very overwhelming sensation. It is easier to grasp and explain than the more individualistic type of “moment”. This type of “moment” is very different in the way that the more people one listens to it with, the more enhanced that feeling of “epicness” is.  It is usually positive, creating excitement, happiness, and almost euphoria. When shared together with a group of people in the same state, it can be a very communal, and a shared experience. For example, singing a national anthem together with a large group of people has the ability to unify them. There is a grand feeling of “epicness” in that. Even something on a smaller scale such as listening to a song with a steady beat, in a car with a group of friends will can elevate the mood and emotion to that level. This type of “moment” has a lot to do with the form of the song. Many songs such as songs in the genre of electronic music or classical music, that begin either softly or slowly, evolve into a more complex-ed, elevated tune, and have the ability to make a “moment” in time more significant. In one conversation with Cat, she revealed that she often enjoys listening to opera in her car, as she cruises the city, with the windows up. She observed that, while listening to that particular soundtrack, events outside the car seem to be much more dramatic, which would make her car ride more entertaining, and almost humourous. Evidently, certain songs, and moments in songs breed excitement and anticipation.
Music seems to have the universal ability to evoke memory, emotion, and significant sensations.  It makes us want to move, cry, smile, remember, and feel. With our project, we wanted to create an audio compositional archive or collective “moment” that samples clips of what people consider to be a “moment” for them. Without a solidified thesis, we constructed a general plan to follow in the process, hoping to learn and discover more about the notion of “moment”. On that vein, the project naturally progressed and evolved. The song clips that we gathered vary from electronic music, to alternative rock, to hymnal orchestration, carefully timed and arranged in the way that Cat and I thought would amplify them. This was to be the most challenging part. To select the chosen clips,we went around to our workplaces, friends, family, and strangers, conducting dialogue around the idea of “moment” and songs. Although we came up with our definition of what “moment” in a song is,  we left the idea of moments open to interpretation, but suggested that moments found in a song can be evoked from anything, from certain escalation in tone or momentum, activities done during listening to the moment, that reside in the mind and solidify it as a moment.
We asked each person to name a song, and a specific part of the song that they considered to be a “moment”. I found that it was difficult to classify what exactly was “moment”, since there are obviously so many different types. Some people named their favourite song, and a part of the song that they liked.  Others considered a “moment” to almost always have to be “epic”. Still other related better being attached to part of a song that they felt were unexplainable “moments”. I was more interested in that scenario. One person commented that sometimes the explainable “moments” in songs are actually just a part of the song that shares a certain quality as another song that has been heard before. For example, say an individual in his teenage years listened to a song with a fast drumming pattern in the beginning during a traumatic heartbreak, a song with a similar percussion style, heard a decade later may still cause him to experience a “moment” that is unexplainable.
Playing it by ear, the challenge in placing together the “moment” clips was in making the songs flow one after another. The songs varied in tempo, rhythm, and momentum, so ordering the songs in a way that none were disruptive to the collective “moment” was difficult. We wanted the piece to be connected. Since not everyone was able to specify a particular moment in the song for us to use, we had to listen to some of the songs numerous times, to figure out what part we thought was a “moment”. This, we observed became our own “moment” and not theirs, since their relationship with the song is different and exclusive. Though we are using the same momento or souvenir, they don’t trigger the same memories or sensations. It became increasingly more evident as we collected the clips that, “moments” do vary for each person. For the songs, without a specified moment, how were we to determine when a “moment” began and when it ended? The decisions we made were made completely through intuition. We didn’t want it to be arbitrary but, at the same time, allowed our senses to choose where to cut, and where to begin. These decisions were crucial to the piece, and we had to consider the integrity of our project, as well as what we initially planned. One difficulty we had was in placing the clip from Dead Moon’s, “It’s Okay”. That one was chosen from a stranger. Firstly, neither Cat or I liked that song very much. In fact we hated it. What we needed to and eventually came to realize was that a “moment” is not synonymous to “clip I like”. We struggled with that clip so much that we almost decided to discard it. However, to that stranger, the clip was a “moment”, and the fact that we could no relate to it amplified the whole idea that each owner of a “moment” has their own personal experience with it, that nobody could ever fully understand. In a way, these clips house a series of exclusive and anonymous sensations that won’t mean anything to the majority of those who will listen to it. It is a glimpse into a historical narrative of each chosen “moment’s” owner’s life and mentality. Though isolated, and perhaps only meaningful to a single person, each “moment”, when placed together as whole, presents a story in a fragmented way. If it is your souvenir, you will find value in it, until you forget the value in them. But if it is not your souvenir, you will not be able to relate to in the same way. After all, museum souvenirs often find themselves at the bottom of a cardboard box at some garage sale.
Ultimately, our audio composition which we titled, “A Study in Momento: Intangible Archive” is a long, extended singular “moment” in the way that they are a compilation of clips linked together. Some of these selected “moment” clips are easily recognizable as being “epic”, and mood-elevating. They have certain formal qualities that contribute to it’s significance in a song or moment in time. The other type of moment is more unexplainable. It is more fleeting and personal. The essence of the feeling cannot be grasped, and it is more of an individualistic experience, that cannot be shared fully with other people. All these “moments” act as keys to retrieving particular sensations. They can either cause one to feel very alone or very unified in their sensation. Our composition mixes these two combinations into one long “moment” for an experience that reminds us that all our experiences in life are subjective. Yet, through these subjectivities, commonalities can be found in a unified experience within music.


 

 

Buttons: Finger Fixation.

Buttons: Finger Fixation, by Priscilla Yu, 2010.

Buttons: Finger Fixation
is an experimental video project that explores a variety of buttons as I interact with each one. Through it’s zoomed in individual frames, it focuses on the mundane and repetitive action and encounters with buttons that I come across on a daily basis.

Video Project

Buttons. I have been thinking about buttons lately. By buttons, I mean the very square-shaped plastic small surfaces that I am pressing down with my fingers as I type out this entry and the rec. button that I will press when I begin to film my video.

Buttons are everywhere. Buttons are at home, with the microwave, remote controller, light switch, etc. They are also outside, for elevators, pedestrian crosswalks, and flashlights? Even smaller technologies such as technical pencils or retractable ball pens hold buttons.

These fun to press, fun to pull things are convenient, often instant, and time-saving. My project will explore and enjoy the different types of buttons that we find in daily lives. Some, that we may take for granted or may not even consider a button.

Can you imagine a time (perhaps before the industrial revolution) when buttons may not have been used?

Remember that glimpse I posted of my panorama project?

As I was saying in my February 2 post, throughout the panorama project from roughly two months ago, in the process of photographing snap shots of people on public transit, I came to realize that for most people public transit offers a resting zone not only physically but also mentally. Here is the final panorama that I printed out for the critique. I hope that it reflects the dreamlike state, and the in and out of sharp and blurry awareness that one might experience during a ride on public transit.

Resting Zone

digital panorama

(click on image for the full view)

Remember that in class conversation we had about “what is hipster” ?

“Hipsterdom is the first “counterculture” to be born under the advertising industry’s microscope, leaving it open to constant manipulation but also forcing its participants to continually shift their interests and affiliations. Less a subculture, the hipster is a consumer group – using their capital to purchase empty authenticity and rebellion. But the moment a trend, band, sound, style or feeling gains too much exposure, it is suddenly looked upon with disdain. Hipsters cannot afford to maintain any cultural loyalties or affiliations for fear they will lose relevance.”

-AdBusters

 

Read!   https://www.adbusters.org/magazine/79/hipster.html

March 20 – Urban Intervention Project

 


Incorporating the sound system holes located on the cement wall of the room 301 lecture hall at Emily Carr University, the word “power”, spelled out within numerous dark circles, “Power in Numbers (Knowledge is Power)” intervenes in a space built for the purpose of learning and discussion. It reminds the viewer, or more specifically students sitting in a lecture of the importance of obtaining knowledge and of potential in interaction between the bodies in an education institution. In some ways, it is a reminder for weary students, tired of the daily class routine, who are wondering why and how the particular class they are in will effect them in the future, that what they take from the lectures and the discussions can be effective outside, when applied. With knowledge, obtained through these classes such as cultural theory or art history, and applied to a dialogue discussion between numbers of people, changes in the world outside that lecture hall can result. This intervention applied on the wall is a celebration and reminder of how the mundane such as a class lecture when thought about and applied can be powerful.

For this project, my intention was to intervene in room 301, with something that was visually subtle and would blend into the surroundings of the location. Originally, wanting to spell out the words, “power in numbers”, I used coloured paper, in similar colour tones to the cement wall to spell out the words, leaving the empty left out circles as spacing between the letters. I wanted the text to be almost a secret message to those eyes who wander off the screen during a lecture to notice a message, the way one might start to notice images in the clouds during a boring car ride. However, during the critique the colours I had chosen proved to be too subtle and the empty spaces left empty for spacing very more noticeable and their dark circles became dominant over the text. Luckily, my class offered me a hand to solve this problem, by rearranging the paper, and amplified aspects of the idea of power through numbers. This was a much faster process than the one I had experienced on my own when installing the piece. In the end, I decided that the word “power” spelt out in the numerous sound system holes would still display the ideas that I was intending, and cause the viewer noticing the large hidden text to read the label “Power in Numbers (Knowledge is Power)” and create their own interpretation. 

March 9

Learning about the conceptual art movement in my art history (1945-present) class, I stumbled upon the artist Lawrence Weiner who uses text heavily in his work. He installs his work mainly on flat surfaces, interior and exterior walls. The relationship between the text and the space is open to interpretation, and free for the viewer to figure the meaning behind it on their own. I find his “Bits & Pieces Put Together to Present a Semblance of a Whole” very interesting because of the context of the space in relation to the words. the words, “bits” and “pieces” are highlighted in rectangular shapes that seem to echo the brick wall behind, and the way the brick make up the wall.

In my Urban Intervention project I would like to focus on text and relate it to a personal experience that I had early in my foundation year at Emily Carr University. I was painting in the foundation studio area and found myself in deep conversation with an older acquantance, who had gone back to school. Somehow, we got talking about our experience at school so far, and he kept stressing about how lucky we were to be at this learning institute. He said, “You don’t realize how lucky we are to be here. Do you realize that we have access to thousands and thousands years of knowledge?” What he was referring to was the fact that every individual in the building has to have had at least 18 years of life experience on them, with experiences from all around the world. Knowledge is out there, and it’s important to be aware of that so that you start up conversations with strangers, and tap into that person’s experience and gain something intellectually. Collectively, the school holds thousands and thousands of years of different types of knowledge and experience. That statement has stuck with me till now, and in combination with understanding events in history that have repeated, the text that I want to work with is a combination of two cliches that I am familiar with: “Knowledge is power. Power in numbers.” The space that I want to intervene is the wall in the auditorium, where there are holes in the cement created for better functioning acoustics.

February 23

 

Paradise Institute

 Originally produced for the Venice Biennale, representing the Canadian Pavilion, The Paradise Institute is an installation by Janet Cardiff and Georges Bures Miller. It is being displayed at Code Live 2, at Emily Carr University from 11 am to 8 pm for the rest of the duration of the Vancouver Winter Olympics. The piece is about five metres, by eleven, and three metres high, with a simple plywood exterior that is like the shape of a camera or television monitor. On the inside, the space is made to look like an old cinema–two rows of velvet-covered seats, and headphones placed on hooks beside each one. The seats face a rectangular window that overlooks what appears to be the lower level of a large cinema. This illusion is created through the use of perspective, in the way the room is built, but also with tiny seats within the space beyond the rectangular window. 

 Placed in the Concourse gallery at Emily Carr University, from the exterior, you get the sense that it is a narrow interior space, on the inside. As you enter either of the two rows of what appears to be an old cinema, it is indeed very narrow. However, sitting down on the seats, looking forward into the rectangular window, you realize that though you are in a small space, your sensations give off signals that suggest that you are sitting in the balcony of a large cinema, towering over a large audience below. As the thirteen minute long black and white film begins to play in the front, you are listening through the headphones. It soon becomes evident that there is as much happening in the background of the space is there is in the film. The audio that the audience hears is the audio from the film playing but also from what appears to be from the environment around where the audience is sitting. Voices making comments on the movie from what appears to be audience members in the background, amplifies the feeling that you are in a much larger cinema, with a crowd. It’s all very visceral, with moments when you feel that the voices in the background are so convincing that you can almost place where the voices are in relation to your seating. In that way, the audience is very interactive with the installation because they play a role in the narrative of the cinema as “audience”.  Visual perspective, amplified with the element of audio, and the physical feeling of sitting in the seat at the theatre, and transports you into a very different space. 

 Perhaps it is also meant to transport the experiencer into a different time. With the use of black and white film, and the overall classic cinema style pieces, there is a sense of nostalgia. The elements of illusion, and play with perception, as well as the element of nostalgia, play a large role in the installation, and together really echo the obvious fascination human sensation in the artists. Human senses, being what humans  rely on to know the world outside their bodies, the senses in this installation trick the brain to be affected in different ways, creating an altered reality, that is built on the sensation. It provokes thought on the reliability and function of our senses, which allow us to live daily life. Further, it makes me contemplate about logic. In this installation, rationality tells the experiencer that they are, in fact not inside a large  cinema, but inside an installation. Logic tells the experiencer that they are listening to headphones which transfer signals or sensations of being in an audience of people who are not present. However, sensations give off other information. How do we, as humans scale logic with sensation, and why does logic seem to weigh more than sensation? Those are questions that this installation provoked for me. 

 Ultimately, this installation was successful in the way that it produced an illusory experience of a difference place and perhaps time. Through it’s various elements of play with perspective in the construction of the room, and the binaural audio, it effectively tricks the brain, and therefore brings forth the question of how the brain can be tricked in other ways through senses. 

p.s. I will post up the final panorama that I was critiqued on two weeks ago!

DIVA SOUND PROJECT 1 AUDIO – Priscilla Yu and Michaela Mitchell

February 2

Hey, I am happy to say that the soft proofing and hard proofing process went smoothly and I am now waiting to pick up my proofs at the Digital Output Centre in an hour.

Through-out this project, I have gone through a process that has changed and ultimately shaped the final product. Public transit is such an interesting and rich topic that there are infinite ways to explore. From the advertisements displayed, the relationship between transport users and bus drivers, the social conducts, to the whole design of the space, and the idea that people are exposed to this environment on a daily basis, there were an enormous number of ways my project could have played out.

Earlier, I was more focused on the idea of social sets of rules that people follow on public transit through my experience of photographing the space, and attempting to create a dialogue. That in itself was a rich experience, however I think that I began to formulate almost a didactic message that had a cynical tone to it. I thought about how people avoid people who fall out of the social norms, but now I am more aware that the reason people may not be as open to interact with other people, or may not feel the urge to interact with other passengers on public transit is because of the simple fact that public transit offers what I call a resting zone. For most people, public transit is small fraction of their day and place to zone out, day dream, or perhaps reflect. Our bodies physically need rest or recharge, so perhaps our minds need to rest and recharge as well? My final product is about the state of mind, in a resting zone. The resting zone is a dreamlike place, that floats in and out of consciousnesses.