April 24, 2012 § Leave a comment
My Shtreimel is a video blog that features my fiancée Loren, who is a reoccurring character in my work. Sitting in a dimly lit room, Loren shares a personal Sabbath ritual. Behind him is the large painting of the Rebbe that appears in Obsessed with Frida Kahlo video. Although Loren is alone, he addresses the camera as if he were speaking directly with his eventual audience.
My Shtreimel, YouTube Video, 2006.
“I think it is very important for each of us to have an enjoyable Shabbos experience. And to be able to in some ways personally define what that Shabbos experience entails. There’s a lot of different minhags that I think a lot different people have that not every one has. And there are certain things that we develop not necessarily because they are passed down from our father, or our mother, or your mother’s father, just because it is something that makes your Shabbos experience a little bit more enjoyable a lot these personal minhags that we all have…”
Casually citing the Chofetz Hayim and the Talmud Yerushalmi, he acknowledges both his relationship to, and awareness of traditional Jewish texts; thereby, indirectly aligning himself with a more observant Jewish community. Using humor, he offsets the implied exclusivity of those ties, by adding that he is actually wearing a woman’s hat that was purchased at a thrift store.
eruv stl is “posted as a response” to My Shtreimel. eruv stl is intended to link Berlin’s Eruv to St. Louis. In this low quality thus “authentic video blog” Loren and I drive around the Washington University in St. Louis area, with a map in hand, trying to locate St. Louis’s eruv. In the background you can hear Guns and Roses famous song Welcome to the Jungle. Loren assumes a role similar to the one of Matisyahu, a halakically informed Jew, who does not the traditional model for the other and is thereby able to communicate with the secular world.
eruv stl, YouTube Video, 2009.
I ask Loren why he thinks the eruv extends as far as it does and if he thinks that there area lot of Orthodox Jewish families living in the area. Loren tell me that the eruv has extended this far because of the Hillel on campus, and that while there are not many Orthodox families living on the streets that we are driving, that the presence of the Hillel on campus is enough to create an eruv-worthy Jewish community.
Not only does it become clear that Loren familiar with Orthodox Jewish practices and the neighboring streets, but also he is still not sure exactly where the eruv is located. Meaning that even though the eruv is present, Loren is either a) so religious that he doesn’t abide by it, OR b) he doesn’t lead a Jewish life that would involve abiding by an eruv. As the conversation continues Loren continues to distance himself from vocabulary that you would expect to come from a more observant Jew, as he casually engages in humorous banter with me surrounding the eruv.
I ask him how it felt to finally “find” the eruv, he responds that he “feels pretty good” but he didn’t feel like “it was an actual wall” – which it isn’t, so this statement is made in jest. He continues, “its like finding Waldo, Waldo had curly hair and glasses, he might have been a frum Jew […] maybe it is a statement about jews begin such a small percentage of the population…
more thesis excerpts coming soon…
August 19, 2010 § 4 Comments
repost from Are You My Other?
I hate it. How can this be? I have a masters degree. Maybe art was the wrong way to go. But now that I am here, now that I have been systematically trained to see the world as an artist would, where does that leave me? I feel like I am no longer capable of normalcy. Not that being normal is what I want.
I guess I also love not knowing what it is coming next.
November 16, 2007 § 1 Comment
Below are selected excerpts from a grant proposal that I recently submitted to Washington University, for a cultural identity dialog exchange between Guatemalan Youth living within the diaspora and those living in Guatemala.
Please contact me if you are interested in collaborating, participating (either yourself or your child) and funders.
Within most North American contexts I am inevitably the only Guatemalan representative. As a child I yearned for this paternal classification. I wanted desperately to be a Guatemalan. However, upon entering academia I immediately became the Guatemalan. As an artist, this categorization places me in the awkward position of being unable to produce work without feeling and seeming inauthentic, voyeuristic, and exploitative.
In order to directly confront these insecurities and consequential perceptions, I will expose myself to the very environment where I feel most uncomfortable: Guatemala. I will present myself exactly as I do in the United States with the self-imposed title: Guatemalan Jewish Interdisciplinary Artist and Educator. Working as a researcher, artist, educator, student, performer and public speaker I will interact with all of the communities represented by the aforementioned title.
[…]In this lesson, students will critically analyze the ways in which Guatemalans have been depicted both historically and presently. They will look at national and international examples of these depictions, produced by: historians, anthropologists, sociologists, the media, and artists. Considering the mediums that have been utilized in these depictions (newspapers, magazines, history books, movies, paintings, the internet, etc.), and their availability to the general public, students will evaluate the impact of these depictions on the formation of their personal identity.
Students will then discuss their feelings towards Guatemalan youth living in the US, who have inevitably been equally (in not more so) effected by these depictions. They will then analyze the specific elements these depictions falsely portray or leave unsaid, thus identifying the important things they want Guatemalan youth living in the US to know about their culture. […]
• What role does an individual play in defining their identity?
• How is identity affected by: surrounding community, geographic location, socio-economic background, religious beliefs, political affiliation, gender, sexuality, level of education, access to technology?
• What responsibilities accompany self-imposed cultural allegiance?
• What responsibilities accompany societal-imposed cultural allegiance?
student work from Cuyotenango, Guatemala