Our project consists of four individual body extensions with single functions designed for the transport of a large cardboard disk. When each group member is arranged in a specific direction and order, it achieves the desired result of landing the disk into the box. We were first informed by the interactivity of Alan Bigelowâs poem âThis Is Not A Poem,â and its use of impairment as a strength. Creating confusion and limitation were priorities of ours, and we did so by exploring a success/fail scenario in the form of a puzzle.
The sequential, specialized functions within a Rube Goldberg machine also inspired us. We decided to perform specific, predetermined actions to both create complications for the audience and suggest a mechanization of the human body. Our disconnection with the audience was first established by presenting instructions on the wall, and we continued on by acting unresponsive to all but the positioning of our designated signs. Our neglect to interact fostered human connection and collaboration of our peers in contrast. Conversely, our own âmechanizationâ produced interesting occurrences throughout the presentation in which our âhumanâ side shined through; for example, we would accidentally express emotions of excitement or shock.
During our process we soon learned our best approach was to work backwards, first deciding our end goal, then working out the specifics of our individual body extensions. Trial and error was a big factor as well, within our brainstorming and rehearsing.
We were reliant on audience interaction to inform the outcome of our performance. Our project ultimately became an exploration of âutilitarian empathy,â or developing an understanding of others through necessity. In our early stages of planning, we played the âplumbingâ game, blindfolded and directed by our peers, to test the waters regarding audience interactionâspecifically simulating the connections that occur between impairment and utilitarian empathy. Within this game they had to empathize by discovering an effective way to direct Ulrik to play. In our final piece, this held up. It really portrayed the classroom dynamic; also, people who donât normally speak up were contributing their voice. We were pleasantly surprised by the way the class came together in order to solve the problem.
