{"id":7310,"date":"2016-09-28T18:20:48","date_gmt":"2016-09-28T22:20:48","guid":{"rendered":"http:\/\/adht.parsons.edu\/?p=7310"},"modified":"2018-02-07T16:28:56","modified_gmt":"2018-02-07T21:28:56","slug":"time-metropolis","status":"publish","type":"post","link":"https:\/\/parsons.edu\/undergrad\/time-metropolis\/","title":{"rendered":"TIME: METROPOLIS"},"content":{"rendered":"

For this installment of First Year Features, we present Gigi Polo\u2019s TIME: METROPOLIS course\u00a0and the work of her students. The course is described as an introduction to the cultural and\u00a0perceptual constructions of time. Learning to work with time involves more than simply editing\u00a0video and sound into linear sequences. It entails the consideration of time as a designed idea\u00a0that can function as a tool. It asks how this tool, in turn, affects how objects function, how\u00a0environments are perceived, and how experiences are shared.<\/p>\n

METROPOLIS students investigate the passage of time through the cycles of the\u00a0city. They investigate how urban environments affect inhabitants and how time\u00a0investment, perception, and waste relate to cityscapes, their growth and decay. By\u00a0exploring the dimensions of time through spaces, in terms of systems, occurrences,\u00a0shifts, and transformations, students use a variety of media\u2014drawings,\u00a0photography, digital montage, time\u00ad-based media\u2014to examine and visualize the\u00a0perpetual change of self.<\/p>\n

Gigi shares, \u201cI teach concepts through which students learn time theories in relationship with\u00a0time-\u00adbased media to develop storytelling. The progression starts with two-dimensional mediums.\u00a0And from there, semiotics and film theories are introduced.\u201d<\/p>\n

This course is one of four required courses in the curriculum for First Year students. To help illuminate this unique intersection between time and design, Gigi introduces her summer 2016\u00a0students Moran Danker, Josefina Baill\u00e9res and Byung Park, whom we are showcasing by\u00a0assignment.<\/p>\n

 <\/p>\n

\"Moran<\/a>

Moran Danker will use these photos as the basis for her projects.<\/p><\/div>\n

I. \u00a0Time Distortion in an Emotional City<\/strong><\/p>\n

Students explore the perception of time in space through a series of self \u00adportraits, and\u00a0develop a personae based on emotions that arise from that experience. The project is\u00a0inspired by La J\u00e9t\u00e9, by Chris Marker (1962).<\/p>\n

\"Moran<\/a>

Moran Danker\u2019s still-\u00adimage narrative, personae acting in time and space<\/p><\/div>\n

\"1morandankner_persona_project1\"<\/a><\/p>\n

II.\u00a0Route to Self<\/strong><\/p>\n

In this project we look at the Charles Sander Peirce theory of Visual Semiotics:\u00a0Firstness, Secondness, and Thirdness and Deleuze film theory, specifically the\u00a0“Movement Image,” a theory Deleuze grounds in some aspects of Sander Peirce Visual\u00a0Semiotics.<\/p>\n

\"Josefina<\/a>

Josefina Baill\u00e9res\u2019s multi-\u00adsensory space<\/p><\/div>\n

\"1josefinabailleres_project2\"<\/a>

First Year students Sophia Parisel and Josefina Bailleres<\/p><\/div>\n

\"4josefinabailleres_project2\"<\/a><\/p>\n

With her video piece, Josefina Baill\u00e9res visualizes a different dimension of her personality:<\/p>\n