First Performance Piece

The requirement was simple: do something you know. It could be anything. Tie a shoe. Rub a cat. Do your laundry. So what did I do? Well, I know how to play video games. I have an NES and a TV. So I brought my TV and NES to class with me as part of my performance piece. The part of me that's been going to institutionalized education for 14 years couldn't believe it. I've never brought a video game into a classroom setting before, let along use it as part of an assignment.

But what did I do with the system? Well, I knew I wanted to have audience participation. I want the audience to feel like they're not just watching the piece but participating in it. Nay, influencing and making perceptible changes in it. So I sat behind the TV so I couldn't see what was going on and set up a game of Mario. On the table was a sign that said "Say Yes or No" and "9 Lives, 3 Continues, 1 Shot". I then had everyone in my class sit in a semi-circle around the TV, some people facing toward the TV and some away. And then the fun began.

The "Say Yes or No" sign wasn't immediately obvious but, once it was, my classmates began to cautiously experiment. This was to no avail in the beginning, though, as I had somehow failed to start the game. For a solid minute or so the only thing playing was the computerized run-through during the start menu. All of us were completely unaware that, despite our best efforts, we weren't actually making a difference in Mario's survival. Once I got it up and running, though, the limitations really set in. One can say "no" and "NO" and "NOOOOOOOO" but none of those things quite convey the same message as "you didn't clear the pipe, it's- it's too- it's too damn high!" Often people would switch facing the TV with someone who wasn't out of frustration. But it only got worse from there. Listening to people shout "YES" and "no no no no no" and "A little to the right and YES", besides secretly sounding like porn, also reminded you of how little progress everyone was making. Oh, and even if you try you can't make a perceptible difference. During the final play through Mario somehow got a 1-up but it was no use. He never got farther than the first gap in world one level one.

This failure inherent in the system of communication had inspiration in how I feel talking to people on a daily basis. I'm not much of a talking person but when I try it always feels like I'm doing something wrong. Oh yeah, I have high functioning autism (Aspergers). Because, you know, context and stuff. Anyway, when I ask for advice on how to hold better conversations, the vague stuff I get back all sounds like either "do (A)" or "don't do (B)". Be confident! Don't doubt yourself so much! You can do it! In other words, "yes" and "no". 

That's because most people don't think of things like that in concrete terms. There's so much more to "be confident" than the phrase on its own lets on but the concrete, actually useful stuff, that defines confidence is usually taken so for granted its hard to remember it's there. I understand that and it's no one's fault. I just want my side to be understood. Assuming I know what confidence is, is like assuming I knew what my classmates meant when they desperately pointed at the screen and shouted "YEEEESSSSSSSSSS!"

To sum it up briefly: shit sucks. For both sides.

I'm really happy with how this project turned out. I might do something similar with Duck Hunt, except instead of sitting behind the TV I'll have a blindfold on. I'll also do some more experimentation with audience participation too. The idea of giving the audience control over the piece but not so much they can deliberately influence the outcome intrigues me. That'll mean doing a lot of work with chance and games, which sounds exciting.

When everyone else has presented their projects I'll do a reflection on them.