Speculative imagining is closely tied to genres of fiction such as sci-fi, fantasy, supernatural horror, alternate history, and even fan fiction. It has sparked a wave of โspeculative design,โ an approach to design that is provocative rather than solution-focused. Speculative imagining starts by asking the question: โWhat if?โ
โSpeculation โ the process of imagining uncertain future outcomes โ is a fundamentally human endeavor. Throughout history and at many moments in our lives, we have wondered what the future might hold. We engage in speculation to make decisions, prepare for possible events, and adjust our actions to ensure the best possible outcomes.โ
Wener, Kristin & Antje Nestler, โIntroduction.โ Co-Creating Futures: A Practical Guide to Speculation Workshops, Connecting Research, Design, and Society, CollActive Materials, Berlin, 2025, pp. 6.
โWriting about history and the contemporary moment are no less speculative activities than writing about the future: the way reality is constructed in relation to any time frame is a form of invention.โ
Wilk, Elvia. โFuture Looks.โ Death by Landscape, Soft Skull, New York, 2022, pp. 123โ124.In this assignment, you will use speculative imagining as a conceptual framework to create a video art piece. To guide your imagining, start by thinking about something in (y)our reality that you wish could be different. What if it was different? What would that feel like, look like, sound like? What aesthetic and atmospheric qualities enhance your imagined โif onlyโฆโ? You can also ask: “What would happen if…?”
Your Speculative Video must include some element of sound. It must be between 2-4 minutes long and include at least 2 of the following: a 3D scan of an object, a green screen, and/or found footage. Critiques will take place on Monday November 17th and Wednesday November 19th. Your blog post, which will include process materials (notes, sketches, and/or screenshots), an artist statement, and your video, is due by midnight on November 19th.
GRADING CRITERIA
Concept (5 points): The theme the student has chosen to focus on has been thoroughly considered. The student references artist(s) reviewed in class and/or situates their theme in relation to personal/experimental themes. If touching upon traditional or cultural knowledge that is not their own, the student demonstrates respectful engagement. The overall concept demonstrates critical and creative thinking.
Execution (10 points): Evidence of time invested in the creation of this artwork; high level of ambition. The student has demonstrated what they have learned throughout this unit through use of Video Art methodologies and speculative imagining. The studentsโ use of video production and editing techniques are highly considered and well-executed, so that the artwork succeeds in garnering the studentโs desired outcomes: effect, affect, etc. The video is between 2-4 minutes long.
Communication (5 points): The written artist statement and in-class introduction both clearly articulate the studentโs intention for the work and the process they took to make it. The student demonstrates in-depth understanding of their artwork in relation to the assignment. The student has included process notes, screenshots, and/or sketches in the final blog post.
20 points total (20% of final grade)