LUDIC GAMES: PLAYFUL FORMS OF INSIGHT
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Margarete Jahrmann
Abstract
The name Ludics, is derived from the term ludus, meaning “play,” a term that is useful in connection with games and rules of play. As a concept for artistic research, the Ludic method is introduced here as it combines both games and rules of play. Conceptual ludic art explores rules of play, systems of investigation and knowledge acquisition through game mechanics, as well as the fundamentals of perception, experience and cognition. The theory and practice of artistic research are concerned with ludic methods of approaching art and science and epistemic things (Erkenntnisgegenstände), insights achieved through research. Their goals are written fictitiously, presented participatively and made public processually. The methods of artistic research comprise contradictions, and are found in feedback between peers in conference contributions and in exhibitions, between radical artistic uniqueness and the claim of universal validity (which is required for the validation of artistic research). We need to clarify the scientific understanding of epistemic things, and as a consequence, introduce a new concept of a ludic artistic research epistemé. Ludic objects are artefacts that trigger discourse and the application of certain rules of research. They constitute an interplay of art and knowledge. Teaching this understanding is equally tied to a certain playful approach toward serious, rule-driven research. Following a ludic method, we introduce a new trope to artistic research, the idea of a playful movement in thinking that dissolves the established trope of art as a field with no further connections than aesthetics per se. The ludic objective thus stems from technologies and cultural techniques of insight, as well as theories, experiments and philosophical conceptions that are connected to the perceived, conceived and lived world.
Abstract
The name Ludics, is derived from the term ludus, meaning “play,” a term that is useful in connection with games and rules of play. As a concept for artistic research, the Ludic method is introduced here as it combines both games and rules of play. Conceptual ludic art explores rules of play, systems of investigation and knowledge acquisition through game mechanics, as well as the fundamentals of perception, experience and cognition. The theory and practice of artistic research are concerned with ludic methods of approaching art and science and epistemic things (Erkenntnisgegenstände), insights achieved through research. Their goals are written fictitiously, presented participatively and made public processually. The methods of artistic research comprise contradictions, and are found in feedback between peers in conference contributions and in exhibitions, between radical artistic uniqueness and the claim of universal validity (which is required for the validation of artistic research). We need to clarify the scientific understanding of epistemic things, and as a consequence, introduce a new concept of a ludic artistic research epistemé. Ludic objects are artefacts that trigger discourse and the application of certain rules of research. They constitute an interplay of art and knowledge. Teaching this understanding is equally tied to a certain playful approach toward serious, rule-driven research. Following a ludic method, we introduce a new trope to artistic research, the idea of a playful movement in thinking that dissolves the established trope of art as a field with no further connections than aesthetics per se. The ludic objective thus stems from technologies and cultural techniques of insight, as well as theories, experiments and philosophical conceptions that are connected to the perceived, conceived and lived world.
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
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#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
-
#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
-
#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
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AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
Chapters in this book
- Frontmatter 1
- Table of Contents 5
- PREFACE 9
- FOREWORD 11
- INTRODUCTION 17
-
#1 ROLE MODELS
- ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
- LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
- LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
- NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
- WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
- WRITING AS ARTISTIC RESEARCH 85
-
#2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
- AFTER ARTISTIC RESEARCH 99
- LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
- IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
- ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
-
#3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
- COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
- EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
- THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
- DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
- THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
- WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
-
AFTERWORD
- TOWARDS A FUTURE PARADIGM 211
- CURRICULUM VITAE 220
