The artist's sensibility and multimodality - classrooms as works of art
Date
2012-02-10
Authors
Andrew, David
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Abstract
This 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?
Description
Ph.D., Faculty of Humanities, University of the Witwatersrand, 2011