Learning How to Build, HD video, 5:41 minutes, 2011.
Learning How To Build speaks directly to how our pre-processed knowledge and willingness to participate help our ability to learn new information. This video screen is divided into four; participants sit at a table, colorful blocks in front of them. A computerized voice gives step-by-step instructions on how the participant should build. Viewers watch as the participants struggle. The grid format forces us to compare the participants. Who is doing “better”? Who is building the “correct” structure? Who has given up? 28 people cycle through the building process, with a diversity in age, ethnicity and learning styles. No two buildings looked alike.
2 Minutes, HD video, 3:09 minutes 2010.
2 Minutes presents us with a black screen occupied by one white, ticking object. Our previous knowledge informs us the object is an oven timer but the notches and numbers are missing. The object clicks as if it were keeping time and the dial moves, causing a shadow to rotate like a sundial around its empty face. A bell sounds from the timer but the object continues to tick. Was that two minutes? This piece questions our relationship to objects around us— we use objects to assume a truth in measurement. How can we trust the information provided is correct?
Metacognition, HD video, 2:01 minutes, 2011.
This video opens with a pair of hands struggling to spell out a large word—Metacognition, transitions to a figure standing directly in the frame and posture ready. Tiles fall slowly. Each delicate ceramic piece has a letter imprinted into it. Some pieces are caught while others fall to the floor and break. The tiles fall faster. Information is knocked out of the hands and replaced with new information. The tiles stop falling and the dust settles. We see the figure holding the lettered tiles. Just a few have remained in hand. Are there enough tiles left to understand the message?