Lanina’s deeply personal work spans the universe of media — painting, sculpture, video, animatronics, performance — and resides in a space where whimsical imagery dances in a veil of melancholic undercurrents like children’s tales if viewed a lens of Heironymous Bosch.
Lanina spent the better part of her time at the Foundry working on a collection of animatronic projects, from doll to human-size in stature, that are intended to interact with the viewer, with sensors that activate motion and audio when a viewer is in proximity.
Lanina focused most of her time in the Foundry on one project — “Herstory” — a human-sized animatronic doll with a face cast (3D printed) from the artist’s own, which intends to explore gender and cultural identity through the sharing of awkward anecdotes and stories that challenge the way that gender is perceived. Lanina presented a public talk focused on the project, but covering her other works, as well, as part of the residency.
Lanina’s art has been exhibited in such museums and institutions as the Seoul Art Museum, Moscow Museum of Modern Art, Ludwig Museum (Cologne), the Cleveland Institute of Art, and Galapagos Art Center in Brooklyn. She’s received honors that include fellowships and scholarships from Headlands Art Center (California), Yadoo (New York), CORE Cultural Funding Program (Austin, TX), BluePrint/COJECO (New York City), TEMPO (TX) and an honorable citation from New York State Assembly.
She holds MFA in Combined Media from Hunter College, CUNY, New York and a BFA in Painting and Drawing from Purchase College, SUNY.
Funded by donor Kirby Attwell and COFA, the artist-in-resident series brings notable multi-media artists to Austin for a week at a time for workshops with students, lectures for the public and a chance to pursue their own art on the advanced equipment in the Foundry. The previous artist-in-residence at the Foundry was Israeli American contemporary media artist Yael Kanarek.
Libraries have long been “third places” for community groups, students (both young and old), immigrants, national and international visitors, and members of the local the community. At their best, libraries provide patrons with safe spaces to engage with the written word, new technologies, new ideas, and new ways of thinking. Libraries expand the horizon of possibility in ways that are both emerging, and traditional. Library spaces are being transformed to include tinkering labs, community kitchens, makerspaces, and virtual reality rooms, all of which exist alongside books, newspapers, computers, and reference desks. These new ecosystems are ripe with the potential to connect people and create new communities.
As library administrators and staff consider what the new horizon will look like for patrons, it is important that we make that horizon accessible. When considering what an accessible horizon looks like in the context of emerging technologies, we should be mindful of our role as intermediaries and translators. Much like learning a new language, engaging with emerging technologies can be daunting. Without a framework for how to utilize or engage with new technologies in productive and enriching ways, our patrons could easily be discouraged, or worse, feel isolated in their learning endeavors. We can encourage and support patrons in their exploration by providing thoughtful programming, workshops and tours of our spaces, and by emphasizing jargon-free explanations of new technologies and their application in the real world. By providing an accessible framework for how to think about oneself in the context of emerging, technology-rich environments, we can empower patrons to move toward new horizons with confidence.
Libraries are the go-to place for knowledge-seekers looking to sharpen their intellectual capacity and understanding of everything from boolean logic to gardening in Texas soil. They provide books on the arts, and on creative practices like knitting, cooking, and photography, so why not provide a larger technical infrastructure that will enable patrons to integrate traditional creative practices with technology? Why not provide patrons with the tools and skills they need to move into new realms of possibility via the practice of making, and making alongside others? While creativity may come naturally for a large portion of the population, it isn’t necessarily a skill that is mastered overnight. Like many skills, creativity takes patience, practice, and a good support community. With many communities losing access to arts funding it is an opportune time for libraries to consider playing a role in the creative lives of citizens, and makerspaces are just one example of how libraries are rethinking their role.
A Brief History of The Foundry
The University of Texas Libraries’ exploration of makerspaces began in 2013 under the oversight of the former head of the Fine Arts Library, Laura Schwartz. During this time, a Special Interest Group (SIG) was charged with researching makerspace technologies within the scope of academic libraries. The group’s findings provided insight into what services are typically made available through these spaces. Following this period of exploration, the Libraries began to pursue funding from outside sources in order to renovate existing library spaces to accommodate new technologies.
In 2014, the Libraries applied for a Longhorn Innovation Fund for Technology (LIFT) Grant and an Institute of Museum & Library Services (IMLS) grant. Neither of these applications was successful.
However, even before funding was secured for the makerspace, the Libraries decided to move forward with a project to build a recording studio in the Fine Arts Library. In spring of 2015, the Libraries participated in the second round of the university’s project fundraising tool Hornraiser — a new crowdfunding operation launched by the university development office — which netted over $15,000 for the studio, and served as a kind of proof of intention to create a larger creative space.
In 2015, the university’s College of Fine Arts (COFA) launched a new program, the Center for Arts and Entertainment Technologies (CAET) which provided additional purpose and created a partnership for the development of the space. The Libraries coordinated fundraising efforts with COFA and the Provost’s office with the expressed purpose of collaborating with CAET to build tools and services in support of the program. A proposal to the Hearst Foundations was rewarded with $200,000 in grant monies to create a makerspace that would be available to anyone on campus, regardless of major or departmental affiliation.
To supplement the Hearst Foundations grant award, COFA and the provost provided additional funding to support the Fine Arts Library renovation, the purchase of makerspace technologies, and staffing for the new space. Two key positions were established to support the program and new functionality in the library. The Arts & Creative Technologies Librarian is responsible for day to day operations and provides support to faculty across campus in order to integrate The Foundry into the curriculum, and the Media Support Technician provides support for the equipment and facilities.
With staffing and funding largely secured, the Libraries worked with designer Harmony Edwards (Edwards + Mulhausen) to seek input from campus stakeholders; faculty, staff and students were invited to provide feedback during design charrettes and focus groups. These discussions allowed the Libraries to better understand how faculty and students envisioned a makerspace, how they might engage with the technology in that space, and if they were currently using makerspace technology in their personal or professional work.
By early 2016, Libraries staff purchased multiple 3D printers, technology for a video wall, top-of-the-line Mac Pros, Bernina sewing machines, a 3D scanner, a large format printer/cutter, two mills, a laser cutter, and an array of additional tools based on feedback from earlier stakeholder conversations. This technology, combined with the high-end audio equipment that would reside in the recording studio, formed the foundation of what was to be known as “The Foundry.”
Construction took place at a fevered pace over the summer of 2016. In early September, The Foundry’s impressive grand opening was celebrated with overflow crowds from the campus community and beyond in attendance.
After the initial success of the launch and praise for the exceptional results had subsided, the difficult work of developing processes and a structure for use of The Foundry began in earnest. The following months were considered a rollout period and involved developing an assessment plan, workflows for equipment certification and use, bringing equipment online, and developing learning materials that would support student and faculty engagement with the space.
As of May 2017, The Foundry is almost fully operational.
There is always a learning process involved in doing something for the first time, and it was no different building a creative space full of machines in the middle of a library originally designed for quiet reflection and housing books. Here are a few bits of practical advice to keep in mind.
When bringing a makerspace online, it is important to develop effective and productive working relationships with campus departments. At The University of Texas at Austin, the Office of Environmental Health & Safety is responsible for oversight of campus facilities. This group is charged with developing safety training procedures for labs and shops across campus. New technology-rich spaces like The Foundry present a challenge when developing safety protocols. Makerspaces aren’t necessarily as dangerous as a wood shop with a large table saw, but the spaces do present safety challenges, and therefore need to have sufficient safety training procedures in place. Negotiating the terms of these procedures with institutional partners is a key component of a successful launch, and the time involved in this should not be underestimated. When considering a makerspace for a school, college, or university, relevant campus safety services should participate in planning conversations from the project’s initiation. Experts can advise on compliance requirements, and may even work directly with principals to develop safety procedures that are customized to the proposed space.
Aside from ensuring that patrons are safe, administrative procedures and workflows need to be addressed. Depending upon campus size, seemingly small workflows could potentially take longer than expected to develop. Will patrons be paying for their 3D prints? Which pieces of equipment warrant safety certification, and which can be made freely available without training? Who should be teaching the certification classes? How long should a patron be able to use a piece of equipment? All of these questions help inform the workflow development, and will help inform the character and value of the makerspace.
Prioritizing the development of an assessment plan, or, at a minimum, a mission statement, will present the vision for a makerspace, and allow progress towards that vision to be monitored in measurable increments. Makerspace technology can be intimidating to many students and faculty. Foundry staff are addressing this concern through the assessment plan, and by closely monitoring how welcome patrons feel in the space. Surveys are a great tool to better understand how patrons are engaging with spaces, services, and technical resources, and, in the case of The Foundry, assist in monitoring progress towards creating a welcoming space. Survey data can and should inform planning discussions, and can assist administrators in demonstrating an operational commitment to the mission.
Looking ahead to the next year, The Foundry will cross-reference data from multiple sources in order to refine existing workflows, and accommodate growing interest from faculty across campus. Increasing the number of strategic partnerships will hopefully open the door to interdisciplinary use of the space, with faculty from multiple departments partnering to teach workshops or courses that use Foundry resources. Additional funding and staffing will inevitably need to be pursued in order to accommodate these demands.
Even though The Foundry is in its infancy, it has generated enormous excitement across campus. Potential partners are continuously connecting with Foundry staff to discuss their ideas for collaborative use of the space. Faculty, staff, and students are demonstrating a vested interest in the space by submitting requests for new technology and services, and by sending positive words of encouragement, along with articles about makerspace projects that are inspiring to them. This type of excitement and willingness to stay engaged with a space can be difficult to find on large research university campuses, where competition for internal and external funding can be fierce. If the excitement, enthusiasm, and generosity of the campus community aren’t evidence of the value of a makerspace, then what is? When thinking about creating new communities, the final product may be less important than the process used to get there. Breaking down departmental and organizational barriers is not for the faint of heart, but with a willingness to collaborate and tackle challenges alongside one another, it can be done.
Amber Welch is Head of Technology Enhanced Learning at the University of Texas Libraries.
Choreographer, dancer, artist and teacher Yacov Sharir recently donated his archive to the Fine Arts Library. Sharir moved to Austin in 1978 where he founded the American Deaf Dance Company and was hired on as faculty at UT shortly thereafter. He developed a dance program that has become a model for universities across the country, founding the university’s professional company-in-residence, the Sharir Dance Company, in 1982, which became Sharir+Bustamante Danceworks (SBDW) in 1998.
The lengthy project of processing the collection of materials from Sharir’s professional career required the persistence of graduate researcher Katie Van Winkle, an advanced degree candidate in the College of Fine Arts.
Van Winkle took time to answer some questions about the project and her impressions of the experience.
Tex Libris: How did you get involved in processing the Sharir archive?
Katie Van Winkle: I’m a Ph.D. candidate in Performance as Public Practice (PPP), a program in the Department of Theatre & Dance. When I began my studies in the fall 2013, a fellow PPP student named Cassidy Browning was working with Dr. Sharir as a research assistant. Cassidy moved on to dissertation work, and recommended me as a replacement, just as Beth Kerr (Theatre & Dance Librarian in the Fine Arts Library) and Dr. Sharir established the archive project.
I have found always physical and digital archives invaluable in my work both as a scholar and as an artist–but I have almost zero training in archival work. At UT, I participated in a one-day workshop with the American Theatre Archive Project (ATAP), and a theory-based course on “Archive and Ephemera.” Instead, I have some experience in inventing and implementing technological solutions for arts management: for example, as a Dramaturgy Fellow at Center Stage in Baltimore I developed an early prototype of the National New Play Network’s New Play Exchange (http://nnpn.org/programs/new-play-exchange) through a Dramaturgy-Driven Grant from the Literary Managers and Dramaturgs of the Americas.
What did the process consist of? What was the scope, and how much in terms of materials and types of materials were there?
KVW:The Sharir/Sharir+Bustamante Dance Collection is a gift archive from Dr. Sharir to UT’s Fine Arts Library. It consists of video documentation of many hundreds of dances between 1977 and 2015, as well as paper documentation (programs, photographs, press clippings, etc.) of the work of the American Deaf Dance Company, the Sharir Dance Company, and Sharir+Bustamante Danceworks. A large selection of this archive has been digitized by Anna Lamphear and Katie Thornton and other staff members of UT Libraries’ Preservation and Digitization Services. The digitized collection is hosted on Texas ScholarWorks.
This symposium celebrates the public launch of the first phase of the digitization process: the videos! The paper archive will be digitized in 2017 as phase two of the project.
Dr. Sharir’s office contained 671 individual video objects. Since the earliest was dated 1977, and the latest 2015, these objects embody four decades of video technology: U-matic (3/4″), VHS, Hi8, Betacam, Digital Video Cassette and Mini DV, DVD, and born-digital files stored only on hard drives: .mov and .mp4.
Some of these 671 objects were labeled with titles and dates and choreographers and other pertinent information; some were not labeled at all. Some of the objects documented multiple dances, some from multiple events with multiple choreographers or dance companies participating; others documented a single dance.
The major challenge we faced was how to balance efficiency and depth of coverage. We wanted to ensure that the digital collection represented as many unique dance works as possible, without wasting time digitizing duplicate tapes, but the inconsistency of visible information made this difficult. Also challenging: there was no way to tell if the physical object had degraded beyond use without playing/digitizing it at the PCL.
Here’s the sequence of my work:
In the fall of 2013, I created an inventory of most of the video items (we discovered more later on). I ordered the items chronologically (as far as possible), gave each a unique number (0001-0671), and made a spreadsheet detailing all “metadata” available at that point. Depending on the item, this could include: unique number, date, item format and brand, event title, individual dance titles, event type (rehearsal or performance), run time, dance companies, choreographers, venues and sites, videographers and their notes, performers, designers, musicians, composers, other collaborators, and notes.
Sharir and I then began selecting “batches” of video items to send to the PCL, 20 at a time. We prioritized based on questions like “how old is this tape?” (older objects got priority); “how significant is this event/dance?” (Dr. Sharir, of course, was the expert of this); and “have we digitized any version of this event/dance before?” (new/unique pieces got priority).
In January 2014, I delivered the first batch of 20 tapes to Anna and Katie in the PCL, where they worked their magic using lots of devices that I do not recognize or understand! I continued to deliver and pick up batches of tapes through the summer of 2016.
Anna and Katie digitized 398 video objects between January 2014 and September 2016. WOW.
After they uploaded each batch to the libraries server as .mp4 files, Dr. Sharir and I watched each digitized video. While he watched the dances closely, reminiscing about his fellow artists and considering the quality of the videography and lighting, I filled in the blanks of my spreadsheet, based sometimes on in-video credits and sometimes on Dr. Sharir’s recollections.
Once he watched the video through, Dr. Sharir decided whether or not to accession it into the digital collection. He based this decision on the significance of the dances represented, the quality of the video (for instance, some videos lacked audio, and some had degraded over time), and whether we had coverage of the event in the collection already. We generally chose to accession subsequent nights of the same dance program, a collection-level acknowledgement that live performance changes in every reiteration.
About halfway through the watching process, Dr. Sharir’s co-artistic director José Luis Bustamante delivered three crates filled with beautifully organized files of programs, press clippings, and season announcements. I am so grateful for this gift! Matched with Dr. Sharir’s files, it has allowed me to create a four-decade production history, and provide extensive credits and notes for almost every item in the digital collection.
Once an item is chosen for the digital collection, I upload its .mp4 file to TexasScholarWorks, and add in all its metadata. On TexasScholarWorks, UT folk and the general public alike can search and browse the collection, view streaming video, and download the videos to their own drives. Each video is protected by a Creative Commons license (Attribution-NonCommercial-NoDerivs 3.0 United States).
I take the digitized tapes to Beth Kerr at FAL, and she adds them to the physical Sharir collection located in off-site storage. This physical collection contains all digitized video objects, whether accessioned or not into the digital collection. It also contains all the video objects we decided not to digitize (usually because they were clearly duplicates of something we already had accepted).
You worked closely with Dr. Sharir on this project; did he provide any impressions about the digitization/digital preservation of his work?
KVW: I don’t want to speak for Yacov, but I know he is tremendously grateful for the opportunity to share his work with the global public and with future generations. (He is also grateful to regain all that shelf space in his office!)
He has found great joy in “re-view”ing his choreography and dancing over the decades, and in responding again to the work of the many extraordinary artists he worked with and presented/produced here in Austin and elsewhere.
He shared many jokes and memories with me. Certainly the most poignant and somber touched on the lives of his artist colleagues who had died between the filming of the dance in the 1980s or 1990s, and the day we watched it again in 2015 or 2016. The Sharir Dance Company, like so many arts organizations, lost beloved members to the AIDS epidemic. We felt sometimes that we were watching ghosts dance.
How long did the project take?
KVW: 3 years and 2 months since I began my work as (part-time) archivist. (But the project isn’t done yet—we have phase 2 still to complete). Add in more time before that (I don’t know how much) for Beth and Yacov’s work getting the project up and running and funded.
Did you discover anything in the process that was either unexpected (either in the materials or cataloging), and can you reflect on the accomplishment and its value to the broader world?
KVW: My favorite moment in the inventory process was discovering a VHS tape with no labels except two sticky notes reading: “This is the one you’ve been waiting for. UNCUT UNRULY UNHOLY.”
Having never participated in a archival process of this scope, I had no idea just how much time this work takes. It’s a major undertaking.
Yacov is a treasure: of the dance world, of Austin and the UT faculty, of the Department of Theatre & Dance. His career has been hugely significant and influential, from his pioneering, inclusive work with Deaf and hearing dancers; to his artistic and production collaborations with artists like Merce Cunningham, Bill T. Jones, Deborah Hay, David Dorfman, Doug Varone, Margaret Jenkins, Tina Marsh, Allison Orr…the list goes on.
Documenting and preserving dance has always been difficult. Yacov’s work is perhaps particularly suited to a digital life because he was a pioneer of the integration of digital media and live performance, beginning in the early 1990s and continuing in his collaborations with dancers, musicians, computer programmers, and biomedical and wearable-tech engineers today. (Check out [3D Embodied] and AdMortuos for the most recent examples in the collection):
It has been a privilege—and a real pleasure—to help make this important piece of dance history available to the public. I grew up and discovered theatre and dance here in Austin, and I’m proud to contribute to the preservation of the city’s cultural history.
As the last of the equipment was being installed and tested for the opening of The Foundry, resident mobile photography aficionado and Collections Logistics Librarian Stephen Littrell took his smartphone by the Fine Arts Library to capture some images from around the space in its pristine glory. Check ’em out.
And if you’d like to see the various 3-D printers, laser cutters, milling machines, virtual reality equipment and more in action, then join us next week for a ribbon cutting and open house at FAL, 12:30-2:30 p.m. on Wednesday, September 7.
Those words of Thomas Edison are representative of a sentiment that is increasingly reflected in the way that libraries are evolving to meet modern needs. In a departure from the traditional notion as a place where people go to simply gather information, the modern library is becoming a vibrant space where knowledge is partnered with tools that allow users to immediately synthesize ideas into creative output.
The University of Texas Libraries have, in recent years, been working with campus partners and administrators to reimagine spaces to meet these new expectations, and the results have been worth noting. The opening of the Learning Commons on the entry level of the Perry-Castañeda Library (PCL) provides students with onsite support for writing projects through a partnership with the University Writing Center, and a substantial new Media Lab offers users the opportunity to create the kind of dynamic multimedia projects that are gradually replacing project papers as a measure of student understanding. The Scholars Commons — opened earlier this spring, also in PCL — provides a space for both isolated study and cross-discipline collaboration, and includes a Data Lab for greater capacity for complex data visualization, making synthesis of information possible within arm’s reach of essential resources.
With the launch of the new undergraduate major in the Center for Arts and Entertainment Technologies (CAET) announced in February by the College of Fine Arts (COFA), the Libraries are partnering with the college to develop a new kind of creative space in the Fine Arts Library (FAL) to support the specialized needs of students in the new program. “The Foundry” will occupy space in the main level of the FAL, and will consist of a series of interconnected studios designed to support audio recording, video production, fabrication, 3D printing, animatronics, game design and fiber arts where students can gather to create independently or collaboratively, and where they’ll have immediate access to traditional library resources and services to augment their work. Although it was developed primarily to support CAET, The Foundry is open to every student at the university.
The focus of the space redevelopment is to provide advanced technological systems for all aspects of performance, game development, music production, digital visual arts, and other forms of digital entertainment. The project is funded by the Office of the Provost, the Libraries, the College of Fine Arts and by a generous grant from the Hearst Foundations.
It’s not quite Menlo Park (yet), but libraries are finding ways to become a larger part of the creative process by providing the materials and tools that allow ideas the potential to be realized at the point of conception. Edison might even be impressed.
Construction on The Foundry began with the close of the spring semester and is slated to open in time for the students’ return in the fall. Check back for progress reports on the renovation throughout the summer.
The Fine Arts Library continues to support campus partners with the hosting of an exhibit of publications highlighting a Nigerian subculture with important ties to the African Diaspora.
The display — Nigeria/Yoruba: Some History — features materials relating to the Yoruba people and the history of Nigeria. It includes various published histories of Nigeria — including several written for children — as well as publications and items related to Yoruba art and culture. The sampling from a much larger corpus of materials related Yoruba culture features a number written by professors at the University of Texas at Austin.
The Yoruba people are an ethnic group of Nigeria who are located across the Southwestern region of the country and other parts of West Africa. The Yoruba people are one of the largest ethnic groups in Africa, and Yoruba culture has had a profound impact on the nature of the African Diaspora, in different parts of the world.
The British Empire controlled vast swathes of the continent of Africa, including the country that became Nigeria which was, until Independence, one of the largest of Britain’s colonies. “Nigeria” was taken from the Niger River running through the country, and was said to have been coined in the late 19th century by British journalist Flora Shaw, who later married Baron Frederick Lugard, a British colonial administrator, whose career included being Governor-General of Nigeria from 1914–1919.
The exhibit is in celebration of the University of Texas at Austin’s annual Yoruba Day, hosted during the course of the Spring Semester by the John L. Warfield Center for African & African American Studies.
The exhibit was curated by Eddie Chambers, Associate Professor of Art History. Chambers has researched and written extensively on the African Diaspora and its impact on the art and culture of affected regions and peoples.
The exhibit will be on display in the Fine Arts Library through May 16.
The PCL Media Lab wouldn’t be the resource it is without the presence of knowledgeable student staffers to help users to make the most of the available technology. These lab assistants are brought on board because of their familiarity with the software, and their practical and creative experience with it.
We’ve highlighted the work of users in the past, but we shouldn’t overlook the creative proclivities of gifted staffers, as well. Whitney Chen is a lab assistant and a Design major at the College of Fine Arts, where she’s honing, among other talents, her skills at digital illustration. Her job in the Media Lab is providing her more time to practice her art, a few examples of which are below.