{"id":7104,"date":"2016-07-11T20:09:23","date_gmt":"2016-07-12T00:09:23","guid":{"rendered":"http:\/\/adht.parsons.edu\/?p=7104"},"modified":"2018-02-07T16:34:59","modified_gmt":"2018-02-07T21:34:59","slug":"reversed-rebirth-kimberley-jenneskens","status":"publish","type":"post","link":"https:\/\/parsons.edu\/undergrad\/reversed-rebirth-kimberley-jenneskens\/","title":{"rendered":"Reversed Rebirth"},"content":{"rendered":"

Launched by ADHT\u2019s Insights<\/a>, <\/span>First Year Features<\/b> is a multi-part series that aims to showcase the work produced by students currently enrolled in Parsons\u2019 First-Year Program. Challenging the ways in which making and writing come together in and out of studio, seminar and socially aware spaces, students offer multiple entry points into the task of art and design, and how design engages in our complex and rapidly changing world.<\/span><\/p>\n

This installment of <\/span>First Year Features<\/b> spotlights \u201cReversed Rebirth,\u201d Kimberley Jenneskens\u2019 final project from Thomas Bosket\u2019s <\/span>Time <\/b>course.<\/span><\/p>\n

Time<\/strong> is a studio course that explores the notion of time as a designed idea that can be used as an art-making tool. Course readings and writing assignments provide students with a foundation of historical and cultural constructions of time. Students work in a variety of media, such as digital video and performance, to take an interdisciplinary consideration of how art impacts our perception and understanding of time, and vice versa. <\/span><\/p>\n

In Thomas Bosket\u2019s Fall 2015 section of Time, students developed a project titled \u201cSingular Place and Self.\u201d \u00a0Working from the definition of \u201c<\/span>psychogeography\u201d presented in Amanda Wasielewski\u2019s essay, \u201cPsychogeographic Mapping Through Film: Chantal Akerman\u2019s News From Home and Patrick Keiller\u2019s London,\u201d students began by observing themselves in New York City and were encouraged to mark\/draw, collage and go outside the linearity in order to explore the relationship between their personal space and context, to larger or public space and contexts. \u00a0Bosket says, in reflection on the project, \u201cOur challenge was to get out of our heads and use our bodies as our brains. This allows for the unexpected or unknown to rise against logic and become useful to their creative pursuits. \u00a0The classroom becomes an organic creature that is hard to separate into parts…this brings in the greatest levels of discovery and invention.\u201d<\/span><\/p>\n

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Kimberley Jenneskens\u2019 \u201cReversed Rebirth\u201d<\/p><\/div>\n

For my project, I\u2019m focusing on exploring and visualizing a so-called Reversed Rebirth and how the fictional misunderstanding of distorted time is the driving force behind our perception of the existence of life. At this point I am imagining a video piece that uses flashbacks of both personal history as well as captured movements and trends of society to analyze and illustrate the flashback of memory and if\/how this influences our future behavior. Through the use of opacity and omission techniques, I would like my video to make the viewer examine whether our life cycle is really that circular or whether it is more an idealized vision only and therefore more of a linear experience. In order to convey the idea of the deconstruction of time, I would like to play around with sound as a contradicting element in terms of placement in history and thus time.<\/p>\n

\"Time<\/a><\/p>\n

\"time<\/a><\/p>\n

Presentation ideas: Projecting on draped garment <\/span><\/p>\n

    \n
  • Emphasis on circular vs. linear <\/span><\/li>\n
  • Direct relationship between intention and final piece (both literal and figurative) <\/span><\/li>\n
  • Using body shape as direct reference to fictional idea<\/span><\/li>\n<\/ul>\n

    \"time<\/a><\/p>\n

    Stills from the installation (\u201cdistorted timeline\u201d):<\/span><\/p>\n

    \"time<\/a>\"time<\/a>\"time<\/a><\/p>\n

     <\/p>\n