AFTER ARTISTIC RESEARCH
-
Richard Jochum
Abstract
Following a long and arduous period of academic debate about what artistic research is, now is the time to move beyond questions of definition and methodological purity. Art schools and research universities are still struggling to give credence to this new model of interdisciplinary research, albeit for different reasons; this chapter, however, proposes leaving the struggle behind and focusing instead on how best to nurture students in preparation for their own future artistic research. By replacing the inquiry into what “counts” as artistic research with an inquiry into how to create an “environment of care” that allows for artistic research to thrive, pedagogically and curricularily, we infuse practice into a debate that has long been removed from it. In order to prioritize practice, we will consider the difficulty that the absence of viable role models poses to the teaching of artistic research, and how such a challenge can be overcome. This chapter will draw from a case study that locates the education of the artist at the intersection of art-as-making and the discourse within which art is being made. With artists no longer being just makers of objects but also makers of culture, creating curricular space for artistic research has become an educational necessity.
Abstract
Following a long and arduous period of academic debate about what artistic research is, now is the time to move beyond questions of definition and methodological purity. Art schools and research universities are still struggling to give credence to this new model of interdisciplinary research, albeit for different reasons; this chapter, however, proposes leaving the struggle behind and focusing instead on how best to nurture students in preparation for their own future artistic research. By replacing the inquiry into what “counts” as artistic research with an inquiry into how to create an “environment of care” that allows for artistic research to thrive, pedagogically and curricularily, we infuse practice into a debate that has long been removed from it. In order to prioritize practice, we will consider the difficulty that the absence of viable role models poses to the teaching of artistic research, and how such a challenge can be overcome. This chapter will draw from a case study that locates the education of the artist at the intersection of art-as-making and the discourse within which art is being made. With artists no longer being just makers of objects but also makers of culture, creating curricular space for artistic research has become an educational necessity.
Kapitel in diesem Buch
- 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
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#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
Kapitel in diesem Buch
- 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
