Mariko+Mori+-+Wave+UFO

© 2008. New York, NY
 * Mariko Mori,** photography by David Sims

Mariko Mori is a photographer, video, and installation artist. She was born in Toyko, Japan in 1967. She studied at the Bunka Fashion College during the 1980s, a prestigious fashion school located in Shinjuku, Toyko. While attending Bunka, Mori worked as a fashion model. In the late 1980s, she moved to London to attend the Chelsea College of Art and Design. Mori states, "I was relieved when I went to London to study because of the opportunity for individualism there....I was looking for freedom — freedom to express myself. Japan is a unified society which does not allow for individualism."¹
 * Introduction**

She now lives in New York City and is known for her innovative approaches in art. Mariko Mori's experience as a fashion model influenced her early photographic works in the mid-nineties, which feature her as the main figure in her own work. She designed her own costumes and dressed in bizarre fantasy outfits where she played different roles against the background of metropolitan Tokyo. Mori's recent work includes architectural installations in which the viewer can interact with the art. "Her art is a synthesis of opposites: reality and fantasy, seriousness and humor, man and machine, technology and nature, science and religion. Just as the Shinto and Buddhist religions coexist in Japan, so are these bipolarities as a synthesis of East and West also manifest in Mariko Mori's work"(http://www.kunsthaus-bregenz.at/ehtml/aus_mori.htm, 2009). Mariko Mori has exhibited internationally. Her work has been in collections of prestigious institutions such as the Centre Georges Pompidou in Paris; Israel Museum, Tel-Aviv; Museum of Contemporary Art, Chicago; Prada Foundation, Italy; The Los Angeles County Museum Art; Museum of Contemporary Art in Miami.

Title: //Wave UFO// Artist(s): Mariko Mori Date: 1999 - 2002 Period:Postmodern Country of Origin: Cultural/Ethnic Affiliation: Medium: Fiber glass, Acrylic, carbon fiber, aluminum, magnesium Dimensions:4.93 x11.34 x 5.28 meters Museum/Collection: Installation view at Kunsthaus Bregenz, 2003 Accession Number: Current Location and Manner of Display: Front View Provenance:
 * Artwork Identification**


 * Descriptive Analysis**

//Wave UFO// is a large-scale architectural structure, which was built after three years (1999-2002) of research in an automobile factory in Turin, Italy. It is now on a global tour featured by itself in a large show room. The shimmering silver exterior of the //Wave UFO// resembles a spaceship in the shape of a water droplet. It measures 34 feet long x 17 feet wide x 14 feet tall and is made of fiberglass.The structure is three-dimensional and in front of it stands a small staircase in the shape of lily pads that leads audiences to a small, circular opening, which is an entry into an interior capsule. The door of the entry is a clear, oval-shaped bubble that can electronically slide in a horizontal direction to open and shut the entry into the interior capsule.

**//Wave UFO//,** Mariko Mori, Photos by swissart.NET 2003

Three visitors at a time are able to enter the interior capsule of the //Wave UFO//. There are three [|Technogel] chairs, which allow the visitors to recline on the comfortable, spongy surface. While reclining on the chairs the visitors watch a seven minute video projection on the ceiling of the //Wave UFO//. The video projection consists of two parts - "Real Time Brain Wave" and "Connected World." Before entering the //Wave UFO//, each individual is outfitted with a set of electrodes that gather brainwave data. Next, the data is transformed into visual imagery in real-time correspondence with the current activity of the brain, which is then projected onto the screen.

According to [|publicartfund.org], there are six cells on the projected screen which represent each left and right lobes of the three participants' brains. These bio-amorphous cells, which lack a definite shape, are represented with a waving line that moves in correspondence with facial movements. The feedback on the projected screen illustrates the interaction between the viewers' real-time brain activity to the imagery on the projection. The brain cells change in shape and color to show which reaction type is the most dominant. Alpha waves are blue and indicate wakeful relaxation. Beta waves are pink and indicate alertness or agitation. Theta waves are yellow and indicate a dreamlike state. When two cells come together it demonstrates "coherence" between the two lobes of the brain. Mental functions such as thinking in other languages or doing math problems immediately transform the characteristics of the graphics. The second part of the projection, "Connected World," links the brain data to an animation sequence based on a series of paintings made by Mariko Mori. Colorful abstracted ethereal forms slowly expand and transform into shapes reminiscent of single cells and molecular structures, which create a "dream world" experience. Below is an interior view of where viewers or participants recline in the capsule to have their brainwaves interpreted. //Wave UFO// (inside the capsule) by Mariko Mori, www.groningermuseum.nl

media type="youtube" key="Q8QbcyKwWNo" height="344" width="425" **//Wave UFO//** by Mariko Mori, YouTube

The concept of the //Wave UFO// is based on three different elements: Buddhist principles, technology, and Mori's earlier artworks. The visual imagery from the brainwave data are allusions to the Buddhist vision of [|Nirvana]. Nirvana is the state of being liberated from both suffering and the cycle of rebirth. Nirvana is achieved when afflictive states from deep within the mind are revealed. Thus,the brainwave data reveals the hidden truth of the subconscious to each individual and allows them to see their emotions and thoughts from deep within the mind. Another Buddhist principle expressed in the //Wave UFO// is that all forms of life in the universe are interconnected. The instant biofeedback from the brainwaves generated in the //Wave UFO// connects three individuals to one another by interacting all three sets of brainwaves together. The sets of brainwaves are interconnected with the universe by interaction with Mori's "dream world" animation sequence, which "shows paintings and drawings that seem like formations from outer space or visualization of enlightenment."²
 * Conceptual Analysis**

Societies of the twenty-first century are technology-driven in developed countries. Mariko Mori chose to represent the concept of technology by building the the //Wave UFO// with state-of-the-art engineering, to create a powerful interactive experience. The //Wave UFO// uses electrodes provided by [|IBVA] (International Interactive Brainwave Biofeedback) along with advanced software, developed by Masahiro Kahata, which analyzes and visualizes brain activity on computers that are hidden from the visitor’s view. The interior seats are made of [|Technogel], which is made of an advanced polyurethane material which molds to each individual's body shape as they sit in the chair. Technogel will give these extremely comfortable seats a long-life without hardening.

Many repeated themes in Mariko Mori's earlier artworks have influenced the concept of the //Wave UFO//. The spaceship qualities of the //Wave UFO// structure is a concept related to outer space and futurism. This concept can be directly seen in one of Mori's earlier photographs called, //"Play with Me"// (1994), where Mori is dressed up as a futuristic cyborg doll in a shiny silver suit waiting outside of an Akihabara computer shop. This concept of outer space and futurism is also repeated in //Miko no inori// (1994//)//, a 2-D video that features Mori as yet another cyborg wearing metallic space alien garb and playing with a glass orb, a traditional symbol of the universe. The video was recorded in the Osaka Kansai International Airport.
 * Earlier Works**

**//Play With Me//,** Photography by Mariko Mori © 1994

media type="youtube" key="bYwbNirN4Hk" height="344" width="425" Fragment of //**Miko no inori**// by Mariko Mori, YouTube

The spiritual, Buddhist concepts in //Wave UFO// were influenced by Mariko Mori's shift towards spirituality with a futuristic approach appearing in the middle of her career. Mori's 3-D video installation titled Nirvana (1996-97) required viewers to wear special glasses to watch a seven-minute video. According to [|artnet.com], the video features nebula-like forms of the cosmos and Mariko Mori dressed as a [|Bodhisattva], who a disciple of Buddha. Mori floats while singing in a high-pitched tone and uses her hands to sign symbolic mudras, spiritual hand gestures, in buddhism. Mori is surrounded by alien cartoon figures that play musical instruments. The seven minute video installation from //Nirvana// influenced Mori to include a seven minute animation video inside the //Wave UFO// pod. //Nirvana// and the //Wave UFO// both have spiritual references to Buddhism. The alien figures in //Nirvana// parallel with the outer space and futuristic concept of the space ship qualities of the //Wave UFO//.

//**Nirvana,**// Mariko Mori © 1996-97

Mariko Mori's recent shift towards large-scale installation structures was inspired by one of her previous works called //Dream Temple (1999).// //Dream Temple// was another structure that visitors could enter, but only enter by appointment, one person at a time. This allowed the viewer to meditate and look deep into their own soul. This t//emple// pays homage to Japan's oldest Buddhist temple, Yumedono. Inside Mori's temple is a sealed chamber where visitor’s wear headphones that stream spacey music, while a concave screen shows a four-minute video of abstract cosmic imagery. The //Dream Temple// and //Wave UFO// are alike in many ways: The concept of spirituality links the //Dream Temple// with //Wave UFO//. Both structures provide a spiritual-like atmosphere where visitors can look deep into their minds and souls. The //Dream Temple// and //Wave UFO// structures also allow visitors to enter into chambers and watch a video that displays cosmic imagery and designs created by Mori.

//**Dream Temple,**// photo by Richard Learoyd © 1999

//Journal of Contemporary Art//: http://www.jca-online.com/mori.html
 * __Cited Sources:__**

//Swissart.net//: http://www.swissart.net/d/news/index.php3?gl_cont=%2Fd%2Fnews%2Farchive-article.php3%3Fmyeditid%3D308%26langindex%3Den

//Kunsthaus Bregenz Museum:// http://www.kunsthaus-bregenz.at/ehtml/aus_mori.htm

__**Video Sources:**__ //Wave UFO,// YouTube http://www.youtube.com/watch?v=Q8QbcyKwWNo

//Mariko Mori,// YouTube http://www.youtube.com/watch?v=bYwbNirN4Hk&feature=related

__**Photograph Sources:**__ //Wave UFO,// Markus Tretter, 2003 [|www.artknowledgenews.com/Mariko_Mori.html]

//Mariko Mori//, David Sims, 2008 [|www.artnet.com/Magazine/features/itoi/itoi11-20-9.asp]

//Wave UFO// by Mariko Mori, swissart.NET, 2004 http://www.swissart.net/d/news/index.php3?gl_cont=%2Fd%2Fnews%2Farchive-article.php3%3Fmyeditid%3D308%26langindex%3Den

//Play With Me,// Mariko Mori, 1994 http://www.medienkunstnetz.de/works/play-with-me/

//Nirvana//, Mariko Mori, 1996-97 http://www.artnet.com/magazine_pre2000/features/wolf/wolf12-8-8.asp

//Nirvana,// Mariko Mori, 1996-97 http://www.artnet.com/magazine_pre2000/features/wolf/wolf12-8-7.asp

//Dream Temple,// Richard Learoyd, 1999 http://www.artnet.com/Magazine/features/itoi/itoi11-20-1.asp

__**Online Sources:**__ Japan Times: http://search.japantimes.co.jp/cgi-bin/fa20020123md.html

Kunsthaus Bregenz: http://www.kunsthaus-bregenz.at/ehtml/aus_mori.htm

Journal of Contemporary Artists: http://www.jca-online.com/mori.html

Artnet: http://www.artnet.com/magazine_pre2000/features/wolf/wolf12-8-98.asp

Wikipedia: http://en.wikipedia.org/wiki/Nirvana

International Interactive Brainwave Biofeedback: http://www.ibva.co.uk/

Technogel: http://www.technogel.it/

OpEdNews: http://www.opednews.com/zolli_mariko_mori.htm

Public Art Fund: http://www.publicartfund.org/pafweb/projects/mori_release_s03.html


 * Lesson Plan 1**


 * Title:** Synthesis of Opposites
 * Level and Grade(s):** Secondary, grades 9-12
 * Time:** Five, 50 minute class periods.

Content Standard 1: Understanding and applying media, techniques, and processes Content Standard 2: Using knowledge of structures and functions Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard 4: Understanding the visual arts in relation to history and cultures Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
 * National Standards for Arts Education**

__National Educational Technology Standard for Students__ 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning.

The the use of Buddhist principles: Nirvana is achieved when afflictive states from deep within the mind are revealed. The truth of the subconscious. All forms of life in the universe are interconnected. Synthesis of opposites: reality and fantasy, seriousness and humor, man and machine, technology and nature, science and religion. Bipolarities of the East and West. Using technology as a key vehicle to create virtual spaces where the viewer interacts with the space. Using technology as a key vehicle to reveal spiritual truths.
 * Central Concepts:**

Within a class discussion the students will explore Mariko Mori's work by identifying the opposites that are expressed through the content, media, and context. The students will also identify and discuss the religious principles included in the art works of Mariko Mori and how these religious principles reflect the artist's use of opposites.
 * Teaching and Learning Activities:**

Then the students will brainstorm by creating a journal that explore opposites within their culture.( i.e. popular, ethnic, and religious cultures) Example opposites: organic and geometric, feminine and masculine, fact and fiction, etc... Possible prompt questions for the students reflective thinking process: Why are they opposite? How do these opposites relate to you? How can they compliment each other? How can one be used to express the other? How could they be used within a composition to create greater meaning?

Each students will create sketches or collect digital images that represents one set of opposites as it pertains to them personally. Students may use one idea or image to express another by using an opposite to express the other. (i.e. Within Mariko Mori's Wave UFO, she uses opposites of technology and nature, science and religion, reality and fantasy. Mariko uses the science of brain-wave activity to reflect a the Buddhist principle of nirvana.) Students will use the opposites to define a theme within their compositions. The students may use any medium to depict their synthesis.

The students will develop an artist statement that explains the use of opposites within their own work. This portion may include ideas explored during the brainstorming process. The second half of the artist statement will be a reflection upon the brainstorming process. How did the process enhance the richness of your content? Was the process difficult?

After their work is complete each student will upload their digital artwork, or images of their art work, and artist statement to the class's blog. After the student has finished uploading their work, they must provide constructive critiques for two other students work. Within in their comments they need to address what is working, what is not working and why.

Rubric : Student will receive 50 points if: The student actively participated in the classroom discussion. The student was respectful of others' interpretations of artworks. The student provided meaningful critique and gave evidence for observations. The student provided strong entries within the brainstorming process. The student thoughtfully answered the questions provided to them by exploring many opposites present within their cultures. The student's artwork communicates a message using opposites. The choice of student's medium is effective for the content. The student created an artist statement that gives good insight to the content and the process. The student successfully uploaded their art work onto the blog. The student thoughtfully expressed how Mori's work transformed their understanding of how opposites compliment each other.
 * Assessment Criteria:**

Lesson Plan - (NIU Format)

**Grade Level: 9-12** 25.B.5 Understand how different art forms combine to create an interdisciplinary work. 26.B.5 Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision making.
 * Lesson Title: ** UFO’s and their Specimens
 * Lesson Link(s): ** science
 * State Goals: **


 * Objectives ** :

1. Given the demo of Google's SketchUP, students will successfully modify and customize a downloaded UFO model using this program to feel as if they are their own spacecraft engineers. 2. Using Google's SketchUp, students will gain a sense of virtual 3 dimensional space that can be viewed from all angles and develop skills toward a new post modern medium of virtual sculpture such as creating virtual blueprints. 3. Given a review of clay building skills, students will accurately construct their customized UFO and create a figurine of a specimen as a UFO pilot in proper proportion out of clay using multiple clay building techniques such as coiling and slab building. 4. Students will create 3 graphite drawings of a side, top, and bottom view of a modified spacecraft model using the directional navigation tools in Google SketchUp to view all three perspectives and use them as visual reference.

1 - Students completed 3 graphite drawings which consist of a side, top, and bottom view of their spacecraft each being drawn on its separate piece of 8 x 12’’ paper. 2 - Students customized these drawings or renderings using their paper or the software beyond the original model and then wrote in their journals of how they plan to construct the craft out of clay. 3 - Students created a completely customized ship out of clay using 2 or more clay building techniques. 4 - Students created a scaled pilot of the spacecraft paying close attention to it’s proportions to seem like it could fit inside the UFO.
 * Assessment Criteria: **

Handouts: clay building techniques handout with defined scale/proportion terms. Artist and UFO PowerPoint, Assignment handout and SketchUp tips/tools handout. Computer lab with the internet, printers, and the ability to download free Google SketchUp software. Mariko Mori – Wave UFO http://teachartwiki.wikispaces.com/Mariko+Mori+-+Wave+UFO Google SketchUp download site: http://sketchup.google.com/intl/en/product/gsu.html
 * Teaching Resources Needed to Support the Lesson **

Clay, clay sculpting tools, paper/graphite pencils, glaze, newspaper, and computer paper.
 * Art Materials Necessary for the Lesson: **

1. Introduce common types of unidentified flying objects (UFO’s) and some of their common characteristics identified through the sightings across the world. 2. Introduce 3D sculpture artists including Mariko Mori 3. Explain tools of Google SketchUp and demo some of its fuctions. (20 mins) 4. Make sure students have the instructor setting running in SketchUp so if students have questions they could ask the program directly. 5. See to it that students have downloaded at least one model UFO to draw and modify.
 * ** Teacher Activities ** || ** Student Activities ** ||
 * **Introduction:** (10 mins)

**Development:** 1. Model clay building techniques (15 mins) 2. Create journal prompt: Using at lease 2 of the clay modeling techniques that were demonstrated, how do you plan to recreate your ship in actual 3 dimensions using clay? (5 mins) 3. Demo scale ratio exercise and explain what proportion is. (10 mins)

Demo how to create an armature. (5 mins)

Conclusion: Revisit artists who integrate technology into their art and their sculptures. (5 mins) || Familiarize with Google SketchUp and search for models of UFO’s in the 3D Warehouse. (15 mins)

Recreate demo processes on their computers. (20 nins)

Download 1 or more UFO models from 3D Warehouse and start to view it from all angles. (5 mins) Begin customizing the ship in SketchUp or drawing the customized ship in their 3 top, side, and bottom view drawings. (15mins) Write in journals their plan for constructing their customized spacecrafts. (5 mins) Finish drawings and begin using clay. (2 full class periods for drawings) Experiment clay techniques and start to construct spacecraft. (1 full class period) Construct UFO’s using an armature allowing for a hollow body after the firing process. (3 full class periods) Create specimen/alien pilot using scale and proportion in relevance to the ship. (1full class period) Write in their journals telling us why the alien looks the way it does and describing how, they believe, their UFO would fly. (10 mins) ||

Concerns: Computer and internet distractions are always present in a technology based lesson and to keep students focused, I would first demo the instructions and tools associated with Google's SketchUp software with the student's monitors turned off. After the demo I would revisit the processes a second time (although at a faster pace) and answer questions if students are having trouble. The tools and fuctions of the free software are limitless and therefore very challenging to teach such a complicated program in one week's time but I believe this program could be used to teach an entire unit or digital class in its entirity especially if the school downloaded the upgraded software. This is much like Computer Aided Design and 3DSMax type software and it is known that even a class devoted to one program like this, it is still not enough time to master the program. It would be nice to see a beginner, intermediate, and advanced class using this software to create a variety of simple to complex lessons. The clay portion of this lesson should not be carried out in the same room with computers due to the mess and dust it would create in room but I think is very helpful to put the 3D concepts learned through the program into real-life practice building 3D models.
 * Critical Comments and Reflections: **

ArtE 343/543 Fall, 2010 ASSURE Model Instructional Plan Title: Art Critique through Podcasts Name: Greg Padgett and Hailey Kruger

-I really liked the way you had the entire class create a pod cast for your lesson. This really helped to make sure that we all knew what we were doing for this technology. The artist that you picked was very interesting as well and I loved the weird UFO thing. One thing that I would add to the lesson is to have one or two of the groups share their podcast so that the class can hear what their classmates have done with their pod casts and what they thought of the art. Your explaination of how to create the podcast was very clear and easy to understand. You also might want to think about adding another objective that deals with the artist that you chose.
 * **__A__****nalyze Learners** ||
 * There are 13 students in our class who are proficient in Microsoft word, Photoshop, internet access and other technologies. This class is where the students are learning to develop their technological skills. This lesson will benefit the students because it will expand their knowledge on using specific internet tools. ||
 * **__S__****tate Objectives** ||
 * Given examples of how to create and download a podcast, students will effectively demonstrate their understanding of pod cast creation through theformation of a podcast on an art critique. ||
 * **__S__****elect Media, Materials, and Methods** ||
 * __For this lesson, students will need access to the internet. Students will work in groups. Students will also need access to a microphone.__ ||
 * **__U__****tilize Media, Materials, and Methods** ||
 * Students will look at an artwork online, and after viewing and discussing the artwork the group of students will create a short 1 minute podcast and post it to the NING site. After each podcast has been uploaded, each student will choose one podcast to listen to. They can do this over a course of 3 days and therefore can download it their Ipod or Mp3 player if it is easier for them. After listening to one podcast, students will need to write a brief response paper about their critique and the podcast. ||
 * **__R__****equire Learner Participation** ||
 * Students will view an artwork online. After viewing an artwork, students will gather in groups of 2 or 3. Once students are in a group they will discuss the artwork and critique it. Students will record a critique using a microphone in which each student will participate. Students will upload the mp3 to the NING website. Once students have uploaded their podcasts; each individual student will download 1 other podcast, listen to it, and write a quick reflection on how the podcast was made and how interesting the critique was. ||
 * **__E__****valuate & Revise** ||
 * Hailey and I (Greg Padgett) taught this lesson about podcasting. Overall, we thought the lesson went fairly well. More time was needed to create podcasts and to critique the artwork. But the people who did create the podcast did so successfully and were able to make an interesting critique of their artwork. We only wish that there was a better FREE site available to test out podcasting other than NING. ||

=**Greg Padgett and Hailey Kruger REVISED LESSON PLAN**=

- There are 13 Students in our class who are proficient in Microsoft word, Photoshop, internet access and other technologies. This class is where the students are learning to develop their technological skills. This lesson will benefit the students because it will expand their knowledge on using specific internet tools. State Objectives - Given examples of how to create and download a podcast, students will effectively demonstrate their understanding of pod cast creation through the formation of a podcast on an art critique. - For this lesson, students will need access to the internet. Students will work in groups. Students Students will also need access to a microphone. - Students will look at an artwork online, and after viewing and discussing the artwork the group of students will create a short 1 minute podcast and post it to the NING site. After each podcast has been uploaded, each student will choose one podcast to listen to. They can do this over a course of 3 days and therefore can download it to their i-pod or mp3 player if it is easier for them. After listening to one podcast, students will need to write a brief response paper about their critique and the podcast. After that, the teachers will demonstrate through i-tunes how to upload the podcast to the ipod for on the go use, worksheets will be given out with directions regarding this. Teacher will have one group share their podcast at a full volume for a closure activity. After listening to one podcast, students will write a brief response paper about their critique and the podcast. -Students will view an artwork online. After viewing an artwork, students will gather in groups of 2 or 3. Once students are in a group they will discuss the artwork and critique it. Students will record a critique using a microphone in which each student will participate. Students will upload the mp3 to the NING website. Once students have uploaded their podcasts; each individual student will download 1 other podcast, listen to it, and write a quick reflection on how the podcast was made and how interesting the following critique was.
 * Analyze Learners**
 * Select Media, Materials, and Methods**
 * Utilize Media, Materials, and Methods**
 * Require Learner Participation**