are the uses and possibilities of video? Our tendency is to think
of video as a story-telling device (comedy or drama), or a public
service delivery device (propaganda), and at its worst, a way to sell
products through commercials. There is also video as a means of documentation
that usually begins and ends with taping school life such as football
games or talent shows or family events such as celebrations or vacations.
Usually the vision of curriculum for a high school video class is
largely formed and limited by the culture of mass-media (spectacular
and commodity culture) and tends to reflect that culture without critique.
This project began with a discussion of the modern and postmodern
practice of installation art. Through stills and texts of artworks,
students were introduced to the art of Tony Oursler and Adrian Piper
in which video is an integral part of an art installation.
The class then talked about the school art show and the way it transforms
the school lobby. This created the opportunity to define and vividly
describe for students the concept of site-specific art.
The video art installation transformed the school show. Many students
commented on how the video work made the show seem cooler.
Rather than being a collection of individual artworks, the collaborative
installation foregrounded the notion that students can use art to
comment on and effect the environment in which they learn. The success
of the installation was largely due to the students' commitment to
create something real (art).
Many schools are adding video classes to the high school curricula.
Will these classes just teach students to mimic mainstream media
or will they empower students to explore alternate potentials of
this powerful medium?