232 research outputs found
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Five Paintings
No full textFor Norwich Castle, Wilsher presents Five Paintings, an intervention which saw five significant paintings across Norwich Castle’s art galleries re-hung, from their existing position on the wall, upside down. This is contextualised with a visitor guide/publication, available for free pick up in the Rotunda
Student and Lecturer perceptions of the one-to-one tutorial in undergraduate Fine Art
Full text linkHistorically, the individual tutorial has been seen as an opportunity to focus on the student and the student’s particular needs. The aim of this study was to discover more about both student and staff perceptions of the one-to-one within an undergraduate Fine Art course. Ten online tutorials were observed over a five-month period and twenty follow-up interviews undertaken with students and lecturers, using a structured set of questions. There was broad agreement that good communication and dialogue were at the root of a successful experience, with students particularly valuing the strength of their relationship to their tutor. In addition, the opportunity to talk to a practicing artist could have a validating effect on the student and help to bring them into the community of Fine Art practice. This supports existing research which has stressed the importance of empowerment and legitimation in the process of forming an identity as an artist
Concrete poetry
No full textRadio 4 Free Thinking
The monk and poet Dom Houédard used his Olivetti Lettera 22 typewriter to fuse art and writing in concrete poetry. Born in 1924 he worked in Army Intelligence in India, Sri Lanka and Singapore and in 1949 he joined the Benedictine Abbey of Prinknash, Gloucestershire. Matthew Sweet looks at his life and art with guests Nicola Simpson, Rey Conquer, Charles Verey and Greg Thomas.
Charles Verey is writing a biography of Dom Sylvester Houédard and has recently edited The Kiss, The Beshara talks of Dom Sylvester Houedard (Beshara Publications 2022), a collection that gives voice to the Dom’s wider spiritual wisdom.
Nicola Simpson is editor of The Cosmic Typewriter, The Life and Work of Dom Sylvester Houédard (Occasional Papers, 2012) and curator of The Cosmic Typewriter exhibition and symposium (South London Gallery, 2012) and The Yoga of Concrete (Norwich University of the Arts, 2010). Her research interests focus on the influence of Zen and Vajrayana Buddhism on British Conceptual Art of the 1960s and 1970s. She has also worked on an online exhibition at the Lisson Gallery https://www.lissongallery.com/exhibitions/dom-sylvester-houedard-tantric-poetries
Greg Thomas is a British Academy Post-Doctoral Fellow at the University of Edinburgh studying concrete poetry.
Rey Conquer writes on poetry and religion and lectures in German at the University of Oxford and researches the problem religious belief in art and literature poses to the secular imagination.
Producer: Luke Mulhal
a monk attuned by tantrism to the cosmos: chakrometers, freedom songs and wide love in the work of dom sylvester houédard
No full textExhibition catalogue essa
Playing With Systems
No full textHow can we play with the systems we’re in?
Our Playing With Systems workshop explores the use of playful activities to foster and support interdisciplinary connections and collaborations in a systemic design context. Building on our previous workshop, Playing With The Trouble at RSD11 (Figure 1), we focus specifically on the challenges of “unmaking” systems as part of a wider programme of developing creative prototype minigames addressing different aspects of the challenges faced in collaborations between disciplines—in practice and academia. We invite you to bring your systems, and we’ll explore and unmake them together through activities that, we hope, can be useful (and, perhaps, ultimately transformative) in your research and practice.
The systemic design community, with experience in crossing boundaries and co-designing, working at different levels of abstraction, is well positioned to tackle many of these challenges, including surfacing (and understanding each other’s) worldviews, facilitating collective imagination, and embracing ambiguity and uncertainty. But the notions of collaboratively interrogating the systems we are in, excavating assumptions, dismantling and unpicking power structures, and proposing new ways to intervene and (re)build, are central to the kind of reflexive understanding that systemic designers bring to interdisciplinary (and transdisciplinary) projects. Our facilitation team (a subset of the authors) includes project members from a large interdisciplinary team of researchers working at the intersection of technical, social, political, (bio)medical, and humanistic fields, and we aim to make the most of participants’ (inter-) disciplinary and systems expertise. This is a co-design session in which participants make new connections and collaborations with each other through play
Identities of a post-graduate research student
No full textThis paper explores the multiple identities held and embodied by a post-graduate research (PGR) student and helps to produce new knowledge about the identity of PGR students. This could have wider implications for the sector by helping to facilitate an understanding of those studying within it.
The results are contextualised with literature from the field of art (Daichendt, 2010; Thornton, 2013), and the identities of the researcher are visualised on networks of enterprises. Networks of enterprises are visual tools for tracking and charting the different enterprises of creative people at work overtime (Wallace & Gruber, 1989).
The paper is a reflective piece, with the results written autoethnographically by an artist-teacher-researcher-student. Autoethnographic research can be shared as stories, poems, or performances (Bochner & Ellis, 2016; Pace, 2012). This paper includes autoethnographic vignettes written in a first-person voice. The data were collected through the lived experience of the multifaceted identity. In writing about these experiences, the researcher can explore and gain an understanding of the phenomena of identity as a post-graduate research student.
The vignettes are analysed with the published literature and data collected from 17 artist-teachers in Adult Community Learning, to see how their experiences compared to my own. This allows for commonalities and divergences to be identified, and to see if the autoethnographic vignettes are generalisable
Artist-Teacher Identity (Trans)formation: Understanding the identity of the artist-teacher with the use of an artist-teacher identity model
Full text linkWritten from an Adult Community Learning (ACL) perspective, this research is part of a wider study that interrogates artist-teacher identity (trans)formation. This article explores artist-teacher identity with reference to identity models and character traits.
The Department for Education outline ACL as including “community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges designed to bring together adults” (DfE, 2019). Learners are typically ages 19+ (House of Commons, 2020:5). ACL falls under FE.
The research employs a mixed methodology including a literature-based review, including key texts from Alan Thornton (2012, 2013), as well as participant research with the use of online surveys.
The research helps to produce new knowledge around the identity and understanding of the artist-teacher from the viewpoint of artist-teachers, managers of artist-teachers and learners of artist-teachers, within an ACL context.
The results of the research include the development of a new identity model and typologies of the artist, teacher and artist-teacher
Using human factors and ergonomics methods to challenge the status quo: Designing for gender equitable research outcomes
No full textThis article for a special Festschrift issue of Applied Ergonomics (a leading human factors journal) celebrating Professor Neville Stanton, was a collaboration between five of his former PhD students. The article applies sociotechnical systems design methods developed by Professor Stanton and his students, including Lockton’s ‘Design with Intent’ toolkit, to questions of gender equity within ergonomics research and within the university system, to arrive at recommendations for how more equitable systems can be designed