There are two weeks to go before our latest pedagogical experiment begins: the free online course called ‘Who made my clothes?’ which we have put together with Fashion Revolution and the University of Exeter. To help to spread the word, CEO Ian will front a small number of ‘Who made my…?’ films which show how we can imagine and find traces of labour in everyday commodities. The first film is about mobile phones and ends with a request. Please try this out and let us know what happens. Then watch the others in this playlist.
Not sure if this is or is not the ‘norm’ but I just received my brand new iPhone here in the UK and once it had been activated on iTunes I found that the home screen (the screen you can personalise with a photo) already had a photo set against it !!!! (Source: markm49uk 2008, np link).
I hope she doesn’t get fired, she looks so bloody happy! I will dedicate my iPhone homescreen to her for the rest of this week (Source: vegasdodger 2008, np link).
markm49uk (2008) iPhone 3G – already with pictures ! (aka “iPhone Girl”). macrumors.com 20 August (https://forums.macrumors.com/threads/iphone-3g-already-with-pictures-aka-iphone-girl.547777/ last accessed 13 June 2017)
Cook, I. (2011) iPhone 3G – already with pictures! (aka ‘iPhone Girl’). followthethings.com (http://followthethings.com/iphonegirl.shtml last accessed 13 June 2017)
Cook, I. (2013) The 14 best examples of shop-dropping… ever. followtheblog.org 23 March (https://followtheblog.org/2013/03/22/paper-activism-in-store-in-things-on-things/ last accessed 13 June 2017)
Woolf, S. (2017) Dear iPhone Girl. followtheblog.org 11 February (https://followtheblog.org/2017/02/11/guest-blog-dear-iphone-girl/ last accessed 13 June 2017)
A week ago PhD student Thomas Dekeyser tweeted a photograph of a note found in someone’s Zara jeans. We circulated it at work, and loads of people discussed what language it might be written in and what it could say. We’d found a note on a CD player and found help to translate it before.
There’s a genre of shop-dropping in which factory workers leave notes for consumers in the things they make. Sometimes they’re genuine. Sometimes they’re hoaxes. Sometimes they’re part of activist campaigns. See our post The 13 best examples of shop-dropping … ever for more.
This one was particularly relevant for the Fashion Revolution movement, whose core question is ‘Who made my clothes?’ This note could simply be a direct answer. According to Reddit. Or is there more to it?
Thanks to Thomas and to Brad Garrett for the tipoff.
In the wake of the Trump election in the USA, our favourite book is now available at discount prices – e.g. $1 as an eBook – until the end of this week:
It’s perfect of our purposes and is available until the end of this week – in the wake of the Trump election – for only $1 as an eBook. It comes with a free study guide. There’s a website, too. But books are best!
This week, for the module behind our website, we held an arts and activism symposium at the University of Exeter. One of our speakers was artist Louise Ashcroft, who worked with us on our sister project the Museum of Contemporary Commodities earlier this year (what she made is here). Never have we heard students laugh so hard and be so inspired in an academic classroom. Watch Louise’s TED talk and you’ll see what we mean.
The followthethings.com project is slowly moving from a curatorial to an analytical phase. We’re getting our heads around ways in which we can analyse the online commentaries we’ve researched and remixed for over 60 films, art works, activist stunts and pieces of journalism.
All of the work showcased on our website sets out to make tangible to its audiences the relationships between the people who make and consume things.
But who made them, why, with what resources and how were they hoping they would make a difference to their audiences and participants?
How did members of their audiences (consumers, citizens, corporations, governments, etc.) make sense of and react to them?
And what impacts do they seem to have had?
We want to assemble a vocabulary (see Massey 2013) which will enable these intentions, relations, reactions and connections to be named, discussed, critiqued and developed.
We’re actively looking to name what we find in our data.
Æfficacy / Æffect
Effect (v.) “To bring about (an event, a result); to accomplish (an intention, a desire).”
Affect (v.) “To have an effect on the mind or feelings of (a person); to impress or influence emotionally; to move, touch.” (Oxford English Dictionary)
When it comes to bringing about social change, effect and affect are intertwined. Artistic activism aims to bring about demonstrable change through moving people viscerally and emotionally. We might think of this as: Affective Effect. Or, if you prefer: Effective Affect. Or, as we’ve come to call it: Æffect.
At the C4AA we are very, very interested in æffect. Artistic activism might be fun, creative and cutting edge but if it doesn’t deliver the goods in helping to transform the world, then what good is it?
Since we began the C4AA we’ve been asking the questions: Does it work? How do we know? And what does “working” even mean when we combine the arts and activism?
The Streisand Effect
… the phenomenon whereby an attempt to hide, remove, or censor a piece of information has the unintended consequence of publicizing the information more widely, usually facilitated by the Internet. It is an example of psychological reactance, wherein once people are aware something is being kept from them, their motivation to access and spread the information is increased.
It is named after American entertainer Barbra Streisand, whose 2003 attempt to suppress photographs of her residence in Malibu, California, inadvertently drew further public attention to it. Similar attempts have been made, for example, in cease-and-desist letters to suppress numbers, files, and websites. Instead of being suppressed, the information receives extensive publicity and media extensions such as videos and spoof songs, often being widely mirrored across the Internet or distributed on file-sharing networks
We’ll post more when we find them. Watch this space.
How can encouraging students to cut up, rearrange and otherwise mess with adverts’ imagery and messages help them to better appreciate the complex geographies of consumption and international trade? How can the teaching of controversial issues build on students’ senses of injustice, mischief and creativity? We have a suggestion…
Earlier this year, a booklet called Medialukutaitoa vastamainoksista became a booklet called Teaching media literacy and the geographies of consumption. These booklets come from a series of workshops developed by former followthethings.com intern Eeva Kempainnen in a variety of educational settings in Finland. The hands-on and entertaining methods she sets out are suitable for a variety of ages, and the booklets are crammed with ‘how to’ advice and excellent examples of student work. Watch our cheaply produced promo, download the booklets by clicking the links, and find out more about Eeva’s work here.
Thanks to Mary Biddulph and Alan Parkinson for their help in this process.
This is one of the questions that drives our work at followthethings.com. We tend to find our answers – yes, no, maybe, depends, etc… – in the user-generated comments on video-sharing websites like YouTube and in the comments on newspaper reviews. We’re currently wading through thousands of comments on a 2015 ‘follow the fashion’ film called The True Cost, and came across this powerful video response. We’re giving a paper about the True Cost and fashion activism at a conference next month. There’s an argument in the literature that work like this makes prescriptive arguments about responsibility that are so infinitely demanding they can generate a sense of powerlessness in consumer audiences. This doesn’t seem to be the case, at least for this viewer. Watching this film was a powerful experience. For us, this kind of response changes the question that’s asked. Now it’s ‘how do ‘follow the things’ documentaries affect their audiences? What vocabulary can we develop to describe this? That’s what we’re working on.