The performance was segregated into three part:
1: I was located apart from the viewers. An audio file was played to instruct them to look across the street (into Target) to locate me. While they stare at my movements, they became the performers for any customers who walk by and witness this scene. The boundary between the roles of the audience and performer were blurred and interchangeable. While I made movements that emphasized my location, the instructive voice continued to introduce where I was, only that it pronounces the sentences letter-by-letter, therefore made any comprehension impossible. Throughout the three parts, I was aiming to persuade the limitations and two-sidedness of language and communication; this design of pronunciation contributed to this concept.
2. At the end of Part 1, another instruction was given to look for me in the passing trains in between Target and the audience. While they were searching for me, I returned to the critique room and explained "my presence" in the train through a speaker. I pointed out that our individuality was, in fact, a combination of different labels, which we share with others. Therefore I listed some of my characteristics and assigned them to stochastic passengers, who are actually on the train. I represented myself in them, therefore I was on the train when audiences were looking.
3. I captured a projected paragraph with a piece of tracing paper and read it to the class. There was never a moment that I could capture the full paragraph, and the only way to proceed forward was through parts, hinting a common incompletion and fragmented information. The audiences faced a reversed text body that could barely be understood, again pointing to the two-sidedness in communication and comprehension.
1: I was located apart from the viewers. An audio file was played to instruct them to look across the street (into Target) to locate me. While they stare at my movements, they became the performers for any customers who walk by and witness this scene. The boundary between the roles of the audience and performer were blurred and interchangeable. While I made movements that emphasized my location, the instructive voice continued to introduce where I was, only that it pronounces the sentences letter-by-letter, therefore made any comprehension impossible. Throughout the three parts, I was aiming to persuade the limitations and two-sidedness of language and communication; this design of pronunciation contributed to this concept.
2. At the end of Part 1, another instruction was given to look for me in the passing trains in between Target and the audience. While they were searching for me, I returned to the critique room and explained "my presence" in the train through a speaker. I pointed out that our individuality was, in fact, a combination of different labels, which we share with others. Therefore I listed some of my characteristics and assigned them to stochastic passengers, who are actually on the train. I represented myself in them, therefore I was on the train when audiences were looking.
3. I captured a projected paragraph with a piece of tracing paper and read it to the class. There was never a moment that I could capture the full paragraph, and the only way to proceed forward was through parts, hinting a common incompletion and fragmented information. The audiences faced a reversed text body that could barely be understood, again pointing to the two-sidedness in communication and comprehension.
