Case study: WetLand Philadelphia
1. Beginning with an idea and local, I look for interested partners, creating an “asset map” of people in the city of Philadelphia, finding others working in similar realms or with similar goals (whether schools, businesses, community groups, or individuals).
2. Then, reaching out and sharing the project plans, I inquire as to their potential interest in working together in some way, or if I can help facilitate their missions. This could be as simple as circulating information about their group through the physical and virtual spaces of the project, or as complex as asking for contributions.
a. For instance, students working in ecological design at Lincoln High School are taking a semester to design an efficient solar cooker for this project, and are using the same solar cooker for an entry into a science competition. The device is useful to the project, and we become their test subjects to collect data about their work. Of course WetLand is also a platform for their project.
3. Alternative Economies: The economies involved are important and worth investigating here. I’m either asking people to participate in a type of barter, mutual promotion, or asking them to accept a stipend for their contribution (of hosting a workshop, for example).
4. I try to establish roles and credit for mutual intellectual property in collaborative participation early on.
5. Networks and Audiences: After a process of asset mapping and finding people who would like to be involved and share similar goals, we have together created a network where for a short time, this sculpture can act as a node or even a hub to a created network. After the project’s duration, the network lives on. With this process, there is a built-in audience of stakeholders who can help circulate information about the project.