FRAKP2 Proposal for Term 3 and 4

This is a provisional proposal that you will continue to develop in FRAKP3.

The purpose of this document is:

• To consider the practicalities, resources and skills that you will require to develop your enquiry
project.
• For educators to gather initial information on how you are planning your enquiry project.
• To scope the potential role of Göteborgs Konsthall (GK) in the presentation of your enquiry
project.

Background
From 2020, our MFA programme has moved beyond the traditional mode of the ‘degree exhibition’
towards a more open and experimental approach to the presentation of second-year MFA student
projects. We believe this allows for a multiplicity of approaches in how students address, and resolve,
questions of publicness, institutional relationships and expanded forms of exhibition.

In discussion with Göteborgs Konsthall, we have committed towards re-purposing the traditional
presentation of an MFA degree show towards a more ‘laboratory-based’ approach. In practice, this
assists us to use the physical spaces of GK in more unconventional and responsive ways. It can also
support students to work with GK’s other partners and communities, such as their pedagogy projects in
schools, with young people, with their Seniors group, or their ‘street art’ initiative. It also expands the
temporal framework projects can be developed in. For example, GK can be used to support a process-
driven phase within students’ projects or to display of the results of completed projects.

Each student will develop a particular approach that is relevant to their enquiry project and can include
other sites, as appropriate. Alongside this, the student group co-operates in developing a public
programme with GK.

NOTE: Please use page numbers and add your name to the footer on each page

Proposal template for Term 3 and 4

1. Your name: Marijn Dijkmeijer

2. How can you use the context of Göteborgs Konsthall for your enquiry project?
• What do you think may be most appropriate for the presentation of your enquiry project?
Make suggestions. Interaction with the context of GK can take different forms. For example: are
you interested in methods of gallery display; the GK building and surrounding environment; their
pedagogic work with diverse communities; their public programme of events and discussions;
their connections to other cultural institutions?

I will exhibit a video installation. There will be several screens and a ‘choreography’ of
films playing at the same time. The placing of the screens should suit the topic of the
individual video. The video installation tells a fragmented story with mainly animation.

I’m also planning on exhibiting a series of etchings. The etchings function like
storyboards next to the videos. This way of exhibiting gives insight in the making
process.

I want to expand the exhibition, but I am not sure how yet. With the videos as
foundation, I can build on the fictional character with, for example, sculptures and
performative elements. On the other hand I can experiment with lectures that go into
the topic of the videos.

• How could your enquiry contribute to an experimental form of exhibition as something that is
no longer dedicated only to the display of “finished” art works, but can also consider the gallery
and exhibition as a site for production?

Looking at exhibitions by Walid Raad and Rabih Mroué, I'd be interested in

experimenting with ways of exhibiting that go a bit further that how I usually present it.
The trouble with presenting my work is that the audience can feel bombarded with
concepts and visuals and lose the idea that they can understand what is being argued.
(Arguably, I don’t mind that feeling if it suits the concept.) I want to solve this within the
videos, but also, I see a great opportunity to try and approach it differently with the
exhibition in GK. The performative lectures by Walid Raad are a good example of giving
context to the work, without the work becoming an illustration of a description.

• In what way can your enquiry be made public within the time-period of the collaboration with
GK? And which specific public/s does your enquiry have most relevance to? There may be
different publics at different points of the project, or a very specific public you aim to address.
Describe who think your enquiry project is most relevant to, and how you think you would seek
to engage them.

Since we are all forced to work online lately, I’ve been thinking about ways of presenting online.
The way the audience sees the work now, by scrolling through, suits it very well. It reminds me
of a project by Floris Kaayk, which is a website with about 150 small clips, where you can click
through. Every clip tells a different part of a story on building an effective modular body. This
way of presenting would suit my work, I think. If this idea fades into the background when things
are back to normal again is hard to say, but it is interesting to explore the online possibilities.
3. Developing your enquiry project: Practical considerations
• Financial implications: What is the potential cost of your enquiry project? How will you fund its
production and presentation?
Note: Students are responsible for the costs of their individual projects. The programme budget
usually covers costs such as essential exhibition design, vernissage costs, text translation, public
programme events, paint for exhibition space, additional technicians if needed, a lift to reach
high spaces etc. Existing AV equipment from HDK-Valand and GK can be used for prsentations,
but students will need to hire, borrow or buy any specialist equipment for production and
display that is unavailable from school or via GK.

I still have plenty of raspberry pi’s, a couple of screens and an internet hub from previous
projects. The screens might be too small, but maybe I can borrow some from school. The cost of
the installation depends on the material. I did an exhibition once with individual stands,
scattered through the room, that worked quite well, and not a lot of material is required. Or I
can occupy one wall, which makes one see all the screens in one glance, I don’t think that is the
best option, but that would only require wall mounts.

• Time: How long will it take to realise the project? Does it have particular stages or key moments
of presentation? Does it require a lot of new skills or new learning to be undertaken?

I will start making the videos during the summer and after. There will be a moment that I
have to start working on the presentation and work in the metal/ wood workshop to
work on the installation. Around February I should have a decent plan what I want the
installation to look like. This will of course also require looking into the GK spaces and
possibilities.

• Participants: Who (or what) might be involved in your project? How will they be involved?
What level of commitment is required from participants?

How I see it now, I am not going to work with participants, unless I conduct lectures. The
work does not require that much commitment in that sense. I want to make the
separate videos, so it is understandable if you only watch a small part of it. To watch the
whole installation will give the audience a broader sense of the story.

• Resources: What equipment, spaces, and technical support do you think you need to develop
your project?

If I want my screens to be timed, I need rasberry pi's that I can connect to the internet,
with that I can make a 'choreography'. Although I did it once before, I would need
technical support with this.

4. Draft a schedule for your enquiry project

• What are key “milestones” for when specific processes of production or tasks should begin
and be completed? Consider the dates below from Fall 2020 to Spring 2021. The MFA intensives
will include critique sessions. Plan to use these as contexts for critical feedback on your project.
 The options are infinite with timed screens, I would have to keep the option in mind while
editing the videos. If I want videos to cross over to another screen or be a large image on several
screens, I need plenty of time to work on the logistics. I would have to be working on the
presentation and on the videos at the same time. I need to do a lot of testing for this to go
smoothly.

• Format your schedule to begin in Week 36 of 2020 and end in Week 22 of 2021.

I want to have a test show ready for the first semester. That will give me enough insight to see
what I need to add to the project.

2020 MFA intensives (Term 3)

These dates may be subject to minor changes
Week 37: Intensive 1
Week 40: Intensive 2
Week 43: Intensive 3
Week 47: Intensive 4
Week 50: Intensive 5: FRAKP3 examinations

2021 MFA intensives (Term 4)

These dates may be subject to minor changes
Week 4: Intensive 6
Week 8: Intensive 7
Week 11: Intensive 8
Week 15 and 16: Preparation of GK spaces for projects
Weeks 16, 17 and 18: Public presentations at or from GK
Week 22: Intensive 10: FRAKP4 examinations