Browsing by Author "Andrew, David"
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Item A Return to Practices and Pedagogies: Artistic Research as Untethering and Foraging(Arts Research Africa, 2022-09-16) Barry, Hedwig; Andrew, DavidThis paper reflects on the intertwining of artistic research and pedagogies within the context of a collaborative project conducted at the University of the Witwatersrand, Johannesburg. The authors explore the concepts of proximities, grids and flows, confrontations, and time as entry points into the space of artistic research. They emphasize the importance of untethering and foraging, challenging established boundaries and embracing discomfort as a catalyst for creative growth. The paper also highlights the significance of proximities and the relational aspect of artistic research, inviting a communal and interdisciplinary approach. The authors reflect on their experiences during the pandemic and the evolving nature of teaching and learning in relation to time.Item The artist's sensibility and multimodality - classrooms as works of art(2012-02-10) Andrew, DavidThis creative research project argues for and establishes a connection between the manner in which some contemporary artists work, including a more public practice and in teaching and learning situations, and the generating of critical moments of multimodal pedagogy. In doing this, this ‘artist’s sensibility’ is identified and then enacted as a significant factor for multimodal teaching and learning. This ‘sensibility’ is further positioned as being central to arts and culture educator education programmes, if not for all educator education programmes. In addition, the ‘artist's sensibility’, seen in a reciprocal relationship with multimodality, is suggested as a challenge to the conservatism present in many local arts and culture programmes. This reciprocity is informed by a ‘constellation’ of writing, including the work of Jacques Rancière, Nicolas Bourriaud and Grant Kester. The practical component of the research involves an exhibition at the Standard Bank Gallery, titled Misc (Recovery Room) that is informed by a number of 'artist in schools' projects. All these projects provided opportunities for experiencing and observing what occurs when an artist (or artists) works in conjunction with teachers, learners and a broader school community. What this project asks is: What does the artist’s sensibility look like in the early twenty-first century and can this sensibility add something to the mix of multimodal pedagogy? And, concomitantly: What does this ‘mix’ contribute to the repertoire of the arts and culture educator, and to the educator more broadly?Item Practices, Pedagogies, and Desires: Untethering Research(Arts Research Africa, The Wits School of Arts, University of the Witwatersrand, 2020-07) Andrew, David; Barry, HedwigWhat does it mean to engage in artistic research over a period of a one-year Master of Arts in Fine Arts (MAFA) project? In this discussion, a student (Barry) and supervisor (Andrew) reflected on this digressionary trajectory from the vantage point of the Global South.Item The Another Roadmap Africa Cluster (ARAC) Un/Chrono/Logical Timeline of Histories of Arts Education: From the Wits School of Education to documenta 15, Kassel Germany(Arts Research Africa (ARA), 2022-09-16) Andrew, DavidThis paper explores the development and evolution of the un/chrono/logical timeline of histories of arts education initiated by the Another Roadmap Africa Cluster (ARAC) Histories of Arts Education Research Project. The timeline, consisting of multiple iterations, challenges the traditional notions of history and engages with personal narratives, language, and multimodal elements. The research project aims to map and understand the diverse models of arts education, emphasising local perspectives and resistance to imported models. Drawing inspiration from the Medu Art Ensemble, the research framework employs intergenerational collaboration, dialogue, decentralisation, and a focus on language and ideology. The paper highlights the significance of the timeline in reimagining and practicing arts education.