Startseite Kunst COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING
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COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING

  • Ruth Mateus-Berr
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Teaching Artistic Research
Ein Kapitel aus dem Buch Teaching Artistic Research

Abstract

There is still little clarity on what exactly constitutes artistic research, how it is distinct from professional art practice in general, what parameters and indicators might guide a quality assessment of its output, and what kind of teaching skills it should include. The objective of this paper is to respond to an evaluation of the symposium Teaching Artistic Research that was held at the University of Applied Arts Vienna in 2018. It reflects distinctions that result from teaching or being taught artistic research. To explore these distinctions, three teachers and three students from the Artistic Research PhD Program (PhD in Art) at the University of Applied Arts Vienna were asked about their perceptions of teaching. Desktop research on the topic was also conducted. Conflicts arose over the understanding of teaching art in general, alongside the “new” subject of artistic research. These discussions are further reflected within academia and its concerns regarding the profession of teaching itself.

Abstract

There is still little clarity on what exactly constitutes artistic research, how it is distinct from professional art practice in general, what parameters and indicators might guide a quality assessment of its output, and what kind of teaching skills it should include. The objective of this paper is to respond to an evaluation of the symposium Teaching Artistic Research that was held at the University of Applied Arts Vienna in 2018. It reflects distinctions that result from teaching or being taught artistic research. To explore these distinctions, three teachers and three students from the Artistic Research PhD Program (PhD in Art) at the University of Applied Arts Vienna were asked about their perceptions of teaching. Desktop research on the topic was also conducted. Conflicts arose over the understanding of teaching art in general, alongside the “new” subject of artistic research. These discussions are further reflected within academia and its concerns regarding the profession of teaching itself.

Kapitel in diesem Buch

  1. Frontmatter 1
  2. Table of Contents 5
  3. PREFACE 9
  4. FOREWORD 11
  5. INTRODUCTION 17
  6. #1 ROLE MODELS
  7. ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
  8. LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
  9. LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
  10. NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
  11. WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
  12. WRITING AS ARTISTIC RESEARCH 85
  13. #2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
  14. AFTER ARTISTIC RESEARCH 99
  15. LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
  16. IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
  17. ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
  18. #3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
  19. COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
  20. EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
  21. THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
  22. DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
  23. THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
  24. WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
  25. AFTERWORD
  26. TOWARDS A FUTURE PARADIGM 211
  27. CURRICULUM VITAE 220
https://doi.org/10.1515/9783110665215-014

Kapitel in diesem Buch

  1. Frontmatter 1
  2. Table of Contents 5
  3. PREFACE 9
  4. FOREWORD 11
  5. INTRODUCTION 17
  6. #1 ROLE MODELS
  7. ARTISTIC RESEARCH AS PRAXIS AND PEDAGOGY 29
  8. LIKE DRIVING AT NIGHT: A PROCESS-BASED, LEARNER-CENTERED APPROACH TO TEACHING ARTISTIC RESEARCH ACROSS DISCIPLINES 43
  9. LUDIC GAMES: PLAYFUL FORMS OF INSIGHT 55
  10. NONVERBAL WORDS: INVESTIGATING ARTISTIC METHODS AND CODES 67
  11. WORKING IN_BETWEEN. APPROACHING THE UNKNOWN 73
  12. WRITING AS ARTISTIC RESEARCH 85
  13. #2 HYBRIDITY IN MAKING: RETHINKING THE CURRICULUM
  14. AFTER ARTISTIC RESEARCH 99
  15. LEARNING FROM SOCIALLY-ENGAGED ARTISTIC RESEARCH PRACTICE 117
  16. IDENTIFYING AS ARTISTS, RESEARCHERS AND TEACHERS: AN ARTISTIC RESEARCH PROJECT FOCUSING ON ART EDUCATIONAL IDENTITIES 127
  17. ON THE INTERPLAY BETWEEN ARTISTIC RESEARCH AND EDUCATION IN THE ARTS: AN EXPERIMENT IN REFLEXIVE SENSITIZATION 135
  18. #3 HYBRID PEDAGOGIES: TEACHING FOR INTERDISCIPLINARITY
  19. COMMUNICATION, INTUITION AND TACIT KNOWLEDGE: CONSIDERATIONS ON EXPERIENCES IN AND WITH TEACHING 145
  20. EXPLORING INTERSECTIONS IN ART EDUCATION: A COUNTER ASSESSMENT OF SOCIALLY ENGAGED ARTS- AND COMMUNITY-BASED RESEARCH 157
  21. THREE APPROACHES TO TEACHING COLLABORATIVE ARTISTIC RESEARCH 167
  22. DIGITAL MUSICAL INSTRUMENTS, MAKING AND LEARNING 179
  23. THE ART OF MEDICINE: A NEW MEDICAL HUMANITIES GATEWAY COURSE 187
  24. WHITE MYTHOLOGIES AND EPISTEMIC REFUSALS: TEACHING ARTISTIC RESEARCH THROUGH INSTITUTIONAL CONFLICT 195
  25. AFTERWORD
  26. TOWARDS A FUTURE PARADIGM 211
  27. CURRICULUM VITAE 220
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Heruntergeladen am 3.10.2025 von https://www.degruyterbrill.com/document/doi/10.1515/9783110665215-014/html
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