Tag Archives: Art Education

JEDER MENSCH EIN KÜNSTLER

This year’s Art & Open Learning Fair builds upon Georg Hardenberg / Novalis / Joseph Beuys’ 1978 provocation: JEDER MENSCH EIN KÜNSTLER. The Fair is a process that has emerged from the open educational resource (OER) produced by Neil Mulholland, Emma Balkind, Jake Watts and Beth Dynowski. The OER is accessible here via this blog: blogs.ed.ac.uk/artandlearning/courseware-contemporary-art-open-learning/


Monday 23rd November 2020> The Mind’s Eye 🟡 Yellow Basho //// Runs from Monday 23rd November 2020 asynchronous


Wednesday 25th November 2020 Treasure Hunt 🟣 Purple Basho //// 9:30am-12:30pm GMT for live activities


Wednesday 25th November 2020 How to Become an Artist 🟢 Green Basho //// 1:30pm-4:30pm GMT for live activities


Thursday 26th November 2020 MENU: Being an Artist 🔴 Red Basho //// 1:30pm-4:30pm GMT for live activities


Can anyone be an artist?

Edinburgh College of Art (ECA) is directly implicated in this provocation which arose from Beuys’ Edinburgh Poorhouse projects (e.g. Black and White Oil Conference, 1974), the Free International University for Creativity and Interdisciplinary Research and his work with the prisoner Jimmy Boyle (1980-); a heritage presently continued by the Edinburgh branch of the Ragged University.

Students on the MFA Contemporary Art Practice & MA Contemporary Art Theory in the School of Art, ECA have provided their own responses this particular provocation, working in four groups comprised of artists, curators, researchers and paragogues.

Open? Fair?

What might it take to transform that last bastion of mercantile capitalism, the art fair, into an open educational resource? Considering the long history of fairs against our present-day pivot culture, how might they openly support peer-production and participation rather than reproduce proprietorial consumption? In ‘Open Access and Para-Academic Practice‘ tripleC 11((2)) 2013: 614-619, Paul Boshears calls on researchers to engage in the open creation of research objects (artworks, programmes of study, events, etc.)

Boshears argues that, to be genuinely open, research should be focused less on  research objects and more on the new ‘publics that result from the circulation of these objects’. (Boshears 2013: 617) Thinking about what sort of publics we might engage (or generate) through the production of open research objects is an ambitious challenge, one that our masters of contemporary art have risen to meet. They do so during a pandemic that has brought the arts to a virtual standstill.

Based in Edinburgh and across China, the School of Art’s postgraduates have imagined a variety of blended  approaches to art and learning that are responsive to our volatile world. The pivots herein are not simply skeuomorphic translations from meatspace to massified, open online courseware, (i.e. MOOCs); they represent a wide range of blended and augmented sites; art-as-education-as-art equipped to work within the full range of Scotland’s four tier Covid-19 protection levels.

Rather than create virtual projects aimed at a faceless mass of placeless lurkers, paragogues have peer-produced participatory workshops for each other. Working together in four small basho (Red, Green, Purple, Yellow) they have created an intimate, reciprocal programme of artistic learning that is, nevertheless, scaleable.

The four projects produced by each basho blend curatorial tools, re-imagine event-places and devise artistic practices for multiple scenarios. The JEDER MENSCH EIN KÜNSTLER fair is a work in progress, a chance to playtest the range of practices offered by the members of each basho. Anyone is welcome to browse through and participate in any of the asynchronous projects and workshops.

Contemporary Art & Open Learning

Introduction to Contemporary Art & Open Learning

The Rules of the Game

Learning/Experiments

Collaborative Inquiry

What are the learning resources?

What are workshops?

What is a Crit?

OERs and Paywalls

Stand-up

#studywithme

Edutech Tooooooooools

Week 1 | Marginalia on the Educational Turn

Week 1 | Assignment-1-Build-A-Basho™️

Week 2 | Open Learning, OERs, Open Access | Learning Module

Week 2 | Para-Academic

Week 2 | Art Assignment #2: Learning to Learn

Week 2 | What is the Open Paradigm?

Week 2 | Should all education be Open Education?

Week 3 | Paragogy | What’s happening?

Week 3 | What is Paragogy?

Week 3 | (De)Codifying Tacit Knowledge

Week 3 | Jake Watts on Paragogy

Week 3 | Art Assignment #3: Make Gold

Re-imagining the art school: paragogy and artistic learning

This book proposes ‘paragogic’ methods to re-imagine the art academy. While art schooling was revolutionised in the early 20th century by the Bauhaus, the author argues that many art schools are unwittingly recycling the same modernist pedagogical fashions. Stagnating in such traditions, today’s art schools are blind to recent advances in the scholarship of teaching and learning. As discipline-based education research in art eternally battles the perceived threat of epistemicide, transformative educational practices are rapidly overcoming the perennialism of the art school. The author develops critical case studies of open source and peer-to-peer methods for re-imagining the art academy (para-academia) and andragogy (paragogy). This innovative book will be of interest and value to students and scholars of the art school, as well as how the art academy can be reimagined and rebuilt.

Available from Palgrave’s Website

Re-imagining the Art School | Glasgow School of Art

 

Flourish: Johnny Rodger & Irene McAra McWilliams
Memory, Will and Understanding II

present:

Re-imagining the Art School

Professor Neil Mulholland
(The University of Edinburgh) www.neilmulholland.co.uk shift-work.org.uk

Thursday 24th January 2019 5.30-7pm
Bourdon Lecture Theatre
Glasgow School of Art
https://www.eventbrite.co.uk/e/reimagining-the-art-school-prof-neil-mulholland-tickets-55017781666

Re-imagining the Art School assesses the organisational development of the humanist ‘idea of the art school’ from the post-rationalist perspectives of constructivist and connectivist educational learning theory. It examines how recent internal (‘porous’) and external (‘para’) reforms have transformed the production of subjectivity in art schooling and pioneers the application of theories and methods of para-academia and paragogy in art education. It is the first book to be published on the future of the art school to develop an open access paragogy for artistic learning and research.

Reimagining the Art School will be published in 2019 by Palgrave Macmillan

Location

Bourdon Lecture Theatre , Glasgow School of Art, Bourdon Building
Renfrew Street, Glasgow G3 6RQ
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Shift/Work : Kochi-Muziris Biennale

Shift/Work: Composing and Playing Artistic Workshops

Neil Mulholland & Jake Watts

March 22nd & 23rd 2017

Kochi-Muziris Biennale www.kochimuzirisbiennale.org

Biennale Office, Fort Kochi, Kochi, India

Shift/Work: Speculations

Workshop-Workshop / H-Frame

Wed 22nd March 2017, 10 am to 1 pm

Unlearning

Wed 22nd March 2017, 2:30 pm to 5:30 pm

&

Thurs 23rd March 2017 10 am to 1 pm

Speculations

Thurs 23rd March 2017 2:30 pm to 5:30 pm

The two day sessions are open to art professionals, art teachers, curators and art students. Participants do not require any prior skills or knowledge and do not need to prepare.

Juche: Art School State of Mind

Closing Keynote for CHEAD Regional Seminar on The Role of Contextual Studies in Art School Education, The Glasgow School of Art 16/4/2015

I specifically address how the Juche mentality operates internally in art schools. Key to this is the connection between the liberal use of the euphemism ‘integration’ in art schools and how it’s used to manufacture folk devils by opponents of multiculturalism. In this framework, ‘studio’ is implicitly presented as the righteous indigenous territorialised community and ‘context’ as other.

When departmentalism is considered as a community of practice ‘integration’ can be understood as a latent form of monculturalism and assimilationism, one aided by the monotechnic roots of art schools. This is anathema in terms of how knowledge is produced today.

Connected to this is the assumption that the art and design curricula are fine and just need tweaking. In fact, like any exceptionalist Juche-style regime, they are fundamentally flawed and need to be rebuilt from scratch. That can only happen through a radical transformation of the art school’s community of practice so that it is symbiotic with international communities of knowledge production.