Anticipate the upcoming intensive in London (15 – 26 April + additional days leading towards the Lethaby exhibition). Spend some time thinking about what you want out of this experience as well as how you want to spend your free time in the big smoke! Certain visits need to be anticipated in advance.
- Progress your cultural production – your practice – by identifying three to five processes that organise how you work. Blog about this – discuss what these are, why they’re important to you and what you’ve been able to accomplish thanks to prioritising them. Work with examples. Draft and redraft your blog post. This kind of work requires several passes.
I always write down draft ideas and thoughts and then sketch out things.
- Explore The Source –
It considers the importance and role of the artist’s statement, particularly through the relationship between the written statement and the practice this represents. It suggests practical approaches to overcoming the pitfalls of writing and how this impacts on other activities an artist must undertake. It also includes tips about how you might use text on your website.
WRITING AN ARTISTS STATEMENT: Using writing in your practice (artquest.org.uk)
MENTORING AND SUPPORT NETWORKS: Mentoring and support networks (artquest.org.uk)
WHAT IS A STUDIO: What is a studio? (artquest.org.uk)
Explore Artquest: Welcome to Artquest
Artquest Exchange is our free, professional, peer to peer online community for visual artists. Use it to find artists around the corner or around the world.
Please also look at the mapping practice of kollektiv orangotango. What can you learn from how this group operates that is relevant for your professional development.
The research addresses the undervaluation of fieldwork and advocates for a sensitive approach to mapmaking that considers the dynamic nature of experiences in constantly evolving spaces. It introduces the concept of “mapping” as a process rather than focusing solely on individual maps. The emphasis is placed on creating textile cartography, involving collaborative efforts, discussions, and local materials. The project explores the sensitive relationships between participants, researchers, and translators, encouraging the development of field-adapted cartographic languages.
Epistemological discussions challenge representational geography, exploring “post-representational” and “more-than-representational” thinking. The work serves as a relational medium, departing from the traditional map-as-object framework. It engages with the anthropological perspective, investigating the role of sensitivity in geographical knowledge creation.
The project also raises ethical considerations, proposing a shift from viewing maps as representations to understanding them as productions of space. The emphasis on co-creation and the use of non-textual maps aims to bridge the gap between academia and non-academic audiences, considering the illiteracy of participants. The research reflects on the accessibility of knowledge and the transformative potential of textile maps.
By reintroducing sensitivity and the haptic sense, this form of mapping provides a nuanced understanding of geography for both map creators and readers, fostering a tactile connection with lived experiences.
TASK: P2P INTERVEW: IVE ALREADY RE-EDITED IT BASED ON FEEDBACK SINCE WEEKS AGO <3
Read + Watch + Listen + Prepare:
- Ensure you’ve done the reading + foraging for Week 11
- Read Kim V.L. England, ‘Getting Personal: Reflexivity, Positionality and Feminist Research’ (NB: this text is nearly thirty years old. Consider how it might be out of date/updated in your view)
- Dip in and out of this free Open University course, Looking at, Describing and Identifying Objects (We’ll aim to look at this over several weeks: 12, 17, )
- Forage for information about realia (here’s a link to Ketevan Djachy, ‘Realia as Carriers of National and Historical Overtones’ (NB: this text is very specific to how realia feature in the translation of verbal texts. Consider skimming this and spending your time and attention researching other understanding.)
- Forage for critical engagement with UNESCO’s Sustainable Development Goals.
- Forage for understanding of strategic competency + systems thinking competency, the UNESCO cross-cutting competencies that feature in Unit 2.
THE DUOS OF UNIT 2:
- interculturalism/ trans culturalism,
- intersectionality/ positionality,
- experience/ realia