To present the activist art pieces I chose in a creative way, I made recipes for them.
Deconstruct/dissect these works in terms of their components
ART - His work is a mixture of vandalism, graffiti and collage using only a razor blade, he slices up posters, billboards and advertisements hence, re-contextualizing the posters found in New York’s subway stations.
ACTIVISM - The subway stations turn into his own art galleries filled with pieces that criticize politics, news media, popular culture and current events.
TECHNOLOGY - His Flickr account includes his work. Visitors who cannot not see these works where they are, can visit his website and comment on the individual pieces. He also uses his Flickr account to encourage others to take up the movement.
How do they influence/contextualize each other?
First, the posters can be seen as works of art and the subway stations as art galleries. Second, the context in which he chooses to rearrange these pieces takes on a message. Third, the use of photography and the internet makes his work accessible to the world – at least those with access to the internet.
Are some of these parameters mute (transparent), while the others are emphasized? Are all three present equally?
For the people of New York City who get the access the art first hand by seeing it on the subway, the posters as activist and political art are emphasized over the technology part. Poster Boy encourages other people to take up the act and to use the name “Poster Boy.”
Is technology considered critically or does it function as a tool for getting the job done?
Technology is used as a tool to network and get the message across. Anyone with access to the internet, can access Poster Boy’s Flickr account which increases the distribution of the message.
Deconstruct/dissect these works in terms of their components
Art
Art in the physical sense – the ice cream van is canvas for activist art. Their symbol is painted on the side of the truck.
Activism
The goal of the TICU is to “empower the public on personal, communal and transitional fronts.”
Two Menus:
Ice cream flavour and “Food for Thought”
Example: strawberry ice cream and mass media
Technology
The ice cream van is equipped with a 12-camera video surveillance system, acoustic amplifiers, GPS, satellite internet, a media transmission studio capable of disseminating live audio/video.
Additionally, the various surveillance technologies are used to accumulate recordings which will provide a unique audio/video account of the local geography.
The vehicle's GPS unit helps determine the routes taken as the Tactical Ice Cream Unit maps out the urban landscape through its daily tour of duty.
How do they influence/contextualize each other?
Using the “Food-for-thought” method, the TICU hands out treats but also information from local progressive groups.
The TICU is described as a “nexus” or link for community activities while providing treats and food-for-thought. These components contextualize each other by, first acting as an ice cream truck but also delivering information and, with a closer look, a surveillance system for community activities.
Are some of these parameters mute (transparent), while the others are emphasized? Are all three present equally?
Upon first glance, the most obvious variable is the “food-for-thought” or activist part. In the quick exchange of food and information, the technological part is often overlooked by visitors. The surveillance is inside the van and at, various times, the TICU will invite visitors to explore the interior.
Is technology considered critically or does it function as a tool for getting the job done?
The technology investigates the rhetoric of the “Big Brother” system by acting as security unit for the people. The surveillance inside monitors the local authorities to make sure that there is no abuse of power nor that there is an abuse of power of people’s rights.



