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Tango
No full textThis solo exhibition of John Wood and Paul Harrison's work is a collaboration between the two artists and the gallery that has been more than 10 years in the making. Their exhibition “Tango” features five large-format videos, two of which were created for the occasion, as well as an outdoor sculpture
To Battersea Park
No full textAn order is issued. A population may not meet, or touch or speak to each other. They stay inside, and the reality of a few streets in a capital city emerges. An underground river is discovered; an urban grove of pomeloes emerges. The imagination reaches out, and makes sense of the world. By the sea, two men walk into a future of uncertain violence.
There is time now to see the human dramas within a hundred yards (an abduction, a quiet breakdown, an outbreak of violence, a young mind beginning to stretch itself); to wait for the weather to change; to understand that what lies underneath this part of the city are seasonally wet pastures and woodlands.
Written in four parts, To Battersea Park explores the strata and sediment of a single place and time. It shows what brings us together, through love, through the clashes of what we want to do and what the world wants to do with us. Set in a large crowded city where we are forbidden to approach strangers, this is about what we share: humanity, imagination, and the love that emerges from many acts of telling
Teaching on a damaged planet: learning lessons from lockdown
No full textDuring the UK COVID-19 lockdowns (2020–21), new approaches to online teaching and learning were developed in all fields of higher education. As we move, we must hope, out of the most critical phases of the pandemic, the question arises: what should be retained of this work? In some quarters, anxiety has been voiced that important potential lessons are being jettisoned in favour of a return to ‘business as usual’. Taking the first WoW Special Issue’s focus on experiments in teaching and learning in visual culture as my focus, and in particular those detailed in Rebecca Bell’s article ‘Untrammelled ways: Reflecting on the written text, nourishment and care in online teaching’, this article will argue that to fully learn from the pedagogical experiments undertaken during the UK lockdowns and to protect safe and caring spaces for critical thinking, the pandemic needs to be understood as linked to environmental and climate emergency
Tree and Leaf [group exhibition]
No full textA group show of film, sculpture, photography and painting depicting trees by artists from Birmingham and the Midlands. The theme of the exhibition is inspired by a short story by JRR Tolkien; Leaf by Niggle. An allegory of the creative process and, to an extent, Tolkien’s own life, which follows the structure of Dante's Divine Comedy.
Around 1939 the story of Leaf by Niggle came to JRR Tolkien in a dream and was first published in the Dublin Review in January 1945. It was reprinted in Tolkien's book Tree and Leaf which is available as a gallery copy in the exhibition
The multi-image: cinematic collage as revelation and revolution
No full textThis chapter explores how multiple perspectives and complex fluid reality can be represented in film through the use of the multi-image, a category of film technique which includes split-screen, superimposition and collage. Any frame containing multiple images and foregrounding their relationships and interactions is a multi-image. This chapter traces the technique’s theoretical possibilities through reference to its practical adopters. The opening describes the multi-image’s origins and place within the overarching narrative of cinema. This is followed by descriptions of Jean Epstein’s photogénie and Dziga Vertov’s kino-eye which conceptualise the multi-image as an enhancement to human perception, allowing film to represent natural and philosophical truths hidden from the ordinary view. This leads into the theory of Jean-Luc Godard who claims layered images can gain new, revolutionary meaning through their interaction
The potential for digital technology to support self-directed learning in formal education of children: a scoping review
Get PDFSelf-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field and scholars highlight the need to examine how self-directed learning competence can be fostered during childhood. However, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question, a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital – given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world
