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"Artificial landscape without cultural precedent began to dawn on me."
"It was a
dark night and there were no lights or shoulder markers, lines,
railings or anything at all except the dark pavement moving
through the landscape of the flats, rimmed by hills in the
distance, but punctuated by stacks, towers, fumes and colored
lights. This drive was a revealing experience. The road and
much of the landscape was artificial, and yet it couldn't be called
a work of art. On the other hand, it did something for me that art
had never done. At first I didn't know what it was, but its effect
was to liberate me from many of the views I had had about art.
It seemed that there had been a reality there which had not had
any expression in art. The experience on the road was something mapped out but not
socially recognized. I thought to myself, it ought to be clear
that's the end of art. Most paintings look pretty pictorial after
that.
There is no way you can frame it, you just have to
experience it...."
-- From "Talking with Tony Smith" by Samuel J. Wagstaff Jr., Artforum, Dec. 1966.
"Infrastructure as Civic Pedagogy" is a project that takes place at the intersection of graphic and media design, field research, art, and pedagogy. Its purpose is threefold:
ASK:
• how is infrastructure being used as a means to engage publics in a variety of "non-compliant" learning experiences?
MAP:
• how various groups are using infrastructure with pedagogical intent
SPECULATE AND EXTRAPOLATE:
• exaptations of infrastructure: uses of infrastructure for something other than its original, intended purpose
• expand how we understand and imagine infrastructure
• use infrastructure to in-form pedagogical practices for non-compliant learning
WILLIAM MORRISH
image William Morrish
TRANSLATING PUBLIC WORKS INFRASTRUCTURE INTO CULTURAL SYSTEMS
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