RELATIVE EXPLANATIONS
Imagine yourself coming into the classroom 90 minutes late for a lecture. The professor is absorbed in explanation. Nobody’s talking – it’s very difficult to manage to take notes, let alone analyse them. We’re following an invisible hand and pretend to have been there all the time. Tomorrow we are supposed to retell the lecture. How can we retell things we didn’t even manage to understand? The notes are useless. But my interpretation is the fruit of my perception. Do I deserve to have an opinion after all? But the retelling is intended for the asker and his opinion can be different. How should I retell what I understood without being mistaken? Or maybe I have the right to make a mistake?
Pages
Individual sheets with drawings, silhouettes of parts of figures or unrecognizable objects imprinted on them as if faded in the sunlight. Random signatures on the sheets look as if they were arranged on the layout of the book, but on the other hand, they are enlarged fragments of chalkboards.
Blackboards
A series of drawings from a fragment of an endless blackboard, layers of someone’s ideas, stories and sequential systems are captured by the frame of the paper format, suggesting the lack of boundaries of the original blackboard.
Flakes
A collection of fragments of wreckage of descriptions, calculations, explanations and evidence. Each of the compositions of composition intuitively suggesting the possibility of balancing disparate flakes.
Documents
Soft, cloth documents folded several times, as if some kind of record. Stapled in sets, separate sheets, tables or records, charts or sketches.
Video Explanations
Video documentation of sequential explanation, manifesting notes, graphs and sequences. A set of 120 individual fragments is played back in random order, reproducing the effect of surprise each time.
Surfaces
Walls and floors, wooden frame structures covered with layers of black primed canvases or sections of paper rolls, with chalk and pencil drawings on the surfaces.
Books
Sometimes like study notes, notebooks with homework, other times like textbooks, blurred in time. The floating scale of the records makes them seem as if they are too close to your face, or as if they are dissolving into the distance.
Total Timeline
We tend to think the moment is almost invisible by the common human perception of time because of the tiny amount of space it’s taking on a timeline. Therefore, our culture is often split in half by the question: should we rely on the moment or not, if it’s that notably small? By combining the ‘Mapping of the Emptiness’ and ‘Relative Explanations’ methods, daily used in the Inner School of Open Studies, we can zoom in and freeze one random moment for a few days. Probably, it will allow us to make some assumptions about what is happening between of reaching and leaving the moment.