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Art practice as research; shifting paradigms in documentation practices
Transcript of Art practice as research; shifting paradigms in documentation practices
Patti Lather (1993, 675) A/r/tography Artist Researcher Teacher Documentation -
the 'graphy' in a/r/tography "visible listening"
(Rinaldi) a more nomadic strategy that was “decidedly unmethodological” (Van Manen, 1990, p.3) Secret Life of Objects
a space for the artist to reflect on everyday practices of collection and curation....a space for children to curate and archive their own objects and assemblages. The Secret Life of Objects Drawing attention to a/r/t (artist/researcher/teacher) is not intended to single one identity out, rather it is an encounter between bodies that releases something from each” (Springgay, 2008: 159) Theory as Practice “Practice is created through the negotiation and sharing of aesthetic and educational stories and understandings” (Irwin, 2008:74) Relationality an artefactual process. “Documentation not only lends itself to interpretation but it is itself interpretation” (Rinaldi, 2001:86) see the “extraordinary in the ordinary” (Strozzi, 2001:58 sees the “extraordinary in the ordinary”
(Strozzi, 2001:58 the focus for dialogue knowledge is constructed, in the in-between spaces that lie between people, culture and things knowledge is local, particular and always on the move It comes from our own experience communities of practice education is a “relational place” an ethical dimension: your own interests and wider cohesiveness of the group. Who are we ? How do we negotiate documenting our own thoughts, feelings, and responses in a way that both stays true to ourselves, but that does not judge other people ? How do we make sure that our practice of documentation is sustained as part of our process and guard against it slipping into more evidential and representative modes ? Documentation: the role of teaching, research and art in the practice of documentation
Dr Christina MacRae, Manchester Metropolitan University How do can we create reflective and open relationship with practitioners as outsiders?