deep time, slow dance (2021)
In these three dreams, I seek to discuss the methodological aspects of my work.
First of all, I address the question of the listening position. This is a way for me to refer to the activist universe and its internal and autonomous discursive functioning. Then I talk about organisational practice. This practice allows me to develop a multitude of social and political theoretical aspects. These spaces and this knowledge are with me, are part of me. Within knowledge institutions, I try to value personal experience as essential knowledge, as legitimate knowledge.
I composed the sound piece with a dreamlike atmosphere in mind, while quoting different tracks, from Enya to Omni Trio, in a collage process close to my dj practice. On top of that, I recorded myself whispering, recounting my dreams. To activate the video, I projected transparencies over the video using an overhead projector. It seems to me that this analogue tool is synonymous with the world of education. It functioned for me as a means of claiming my knowledge of sound, which, in a visual arts context, must be learned by the members of the jury. The transparencies consisted of drawings and graphs that reinforced the three chapters and movements of the sound piece.
Video screenshot
Video screenshot
Video screenshot
© Doreen Mende
Video screenshot
Video screenshot
Video screenshot
© Doreen Mende deep time, slow dance (2021)
In these three dreams, I seek to discuss the methodological aspects of my work.
First of all, I address the question of the listening position. This is a way for me to refer to the activist universe and its internal and autonomous discursive functioning. Then I talk about organisational practice. This practice allows me to develop a multitude of social and political theoretical aspects. These spaces and this knowledge are with me, are part of me. Within knowledge institutions, I try to value personal experience as essential knowledge, as legitimate knowledge.
I composed the sound piece with a dreamlike atmosphere in mind, while quoting different tracks, from Enya to Omni Trio, in a collage process close to my dj practice. On top of that, I recorded myself whispering, recounting my dreams. To activate the video, I projected transparencies over the video using an overhead projector. It seems to me that this analogue tool is synonymous with the world of education. It functioned for me as a means of claiming my knowledge of sound, which, in a visual arts context, must be learned by the members of the jury. The transparencies consisted of drawings and graphs that reinforced the three chapters and movements of the sound piece.