File - Wholearthmedia

Gultural Identity^
D i g i t a l Media and A r t
D e v e l o p i n g the D i a l o g u e i n S p e c i a l i s t T e a c h e r E d u c a t i o n :
B r a z i l , P o r t u g a l , F i n l a n d , C z e c h R e p u b l i c and T a n z a n i a
Tom
D a v i e s . . . L u c i a P i m e n t e l . . . Pete W o r r a l l
D a t a f i l e 301 B r a z i l 1999
Exhibition Extracts:
The
L i c e n c i a t u r a Course
(EBA/UFMG),
is
a
prepares
four-year
course,
i n
and
As
part
of
of
specialist
important
within
those
my
Workshops.
PhD
These,
this
notion
May
1999
Brazil
20
my
support
participating
their
the
own
Maria
was
our
with
link
Cultural
am
the
together
account
technology
also
Dr.
1.
be
I
viewed
Lucia
twenty
and
was
Original
ideas
Pimentel.
T.
selection
The
caption
the
-
A
These
and
social
addition
i n
direction
environment
1.
Cutting
self
the
regarding,
Snapshots
Digital
of
an
ICT
a
publication
to
to
develop
other
lead
a
i n
collection
of
point
practical
of
the
1998-99.
workshop
work
this
In
i n
i n art
publication.
personally
and
Tom
workshop
and
Pete
methods
brought
focussed
on
impressions.
i n
work
ten-day
module
a
exhibition:
mixed
that
was
and
shared
the
the
work
work
as
a
'live'
Eventually
be
said
as
that
that,
UK,
the
new
curricular
a
whole
had
been
project
using
entitled
although
intensive
i t
may
module
test
and
and
develop
achieved
this
many
paper-based
record
o p p o r t u n i t y f o r more
the
many
other
research
tool
of
people
the
the
to
p o s s i b i l i t i e s
i n
opportunities
desirable learning
experience.
participate,
that
visual
outcomes
arts
are
The
not
created
and
as
a
for
and
I
hope
just
by
using
virtual
worked
on
the
project
extracts
from
and
our
those
that
exhibition
w i l l
take i t
catalogue
which
can
2000
networks
be
6.
f u l f i l
IT
Works
huge
the
i n
body
Schools,
of
work
Cascade
produced
text/annotation i s
final
exhibition
at
Publications,
and
taken
the
represents
from
Bela
Birmingham.
eleven
of
fieldnotes/journals
Arts
and
i n i t s
aim
of
the
extending
and
the
workshops
practical
provision
was
a
set
knowledge,
of
of
different
the
meaningful
types
interrogation
feedback
on
of
of
the
appropriate evaluation.
content
Image
study
www.eun.org
specific
to
4.
at
comprised
i n
/
an
that
work
encouraged
Workshop
to
accompanying
would
Visuals
each
content
starting
i n
(1997)
provided
be
Curriculum
format
decisions
p h y s i c a l and
the
contextualize their
i t could
but
from
The
communication
group's
to
main
workshops
order
July
a
through
Content-
i n
solely
f i r s t
I t
be
of
potential
courses
to
(www.arteducation.co.uk).
particular
Internet
P r o j e c t Aims
through
and/or
the
experience.
performance
i n
these
Davies,
to
to
principles.
a l l those
participants.
used
aim
(PGCE),
the
their
Worrall
Education
produced
and
i s
i n
i n both
Art
appropriate
enjoy
exhibition
learning
the
P.
follows
the
virtual
on
-
course
n e c e s s a r i l y as
parallel
small
the
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and
provide
an
are?
Worrall
Gerais
schools.
who
programme
and
Minas
application.
the
the
of
Middle
resource.
you
Gouvea
Worrall,
What
•
as
a
and
reported project
w i l l
not
PGCE/UCE
i n i t i a t i v e s ,
archive
hope
The
work
congratulations to
forward.
•
workshop
you
website
the
work
that
objects
and
i s
versa
about
Pete
workshop
I t culminated
Media
work
and
bring
a
Pete
Training
vice
presentations
to
and
and
students
Teacher
ran
project
to
intensive
and
these
c o l l a b o r a t e d over
than
Davies
wider
Davies
as
think
methods,
learners.
similar
My
I
of
semester.
to
and
used
you
Digital
in
gallery
and
the
Tom
invited
be
choice
do
diffuse
is
new
were
Arteducation
with
and
resulting
working
this
both
common
curriculum material
i l l u s t r a t e d
same
and
used
University
Fundamental
are
written
had
Federal
i n
their
of
been
the
Tom
to
dimension
had
philosophy
we
could
with
practice
by
Who
delighted
the
the
the
continue
teachers
a
years
I n i t i a l
to
The
traditional
more
as
of
teach
drawn
this
one
Identity,
been
maintained
We
-
over
by
was
ICT.
The
Palhares
produced
closely
I
theory
invited
that
t i t l e
Amelia
and
approach
and
Art
to
two
Postgraduate
This
students
collection.
developed
have
and
items
working
worked
f i r s t
c u r r i c u l u m workshops
education
significant
I
explored,
University
to
teachers.
be
the
( 1)
Fine
to
(1998-2000)
related
and
teacher
was
of
teachers
the
relating
outcome.
period
of
of
Schools
Art
education
within
subject
i n
aim
School
which
research
function
the
Works
who
teacher
computer-based
Over
the
Brazil,
artists
IT
at
i n
to
the
Mapping
portrait
ICT
of
the
of
the
the
eguipment
self-supporting
using
roadside
Painter
workshops
visual
host
5.
of
Only
the
Junia
Cultural
derive
from
responses
basic
materials,
terms
2.
would
written
city.
(found
i n
bamboo
3D
and
painting
Sign
-
OK,
each
the
individual
experience
materials could
paper,
range
to
clay
of
etc.),
so
media.
3.
30
not
Constuction
OK
?
of
be
students
Brazilian
Street
Art
Ouro P r e t o
1999
IDENTIDADE
CULTURAL
E
I
M
A
G
E
M
M A S S I F I C A D A
CULTURAL
Marcos
IDENTITY AND
Antônio
Cat:311.10
MASS IMAGES
Venuto
I chose the sweet called “Chita”
because it brings a memory of childhood, and also a collective memory: it
has been popular in Brazil across various generations and in all social
classes. In addition, there are the
visual elements of colour, shape, etc.
To use the symbol of the sweet - the
m
o
n
k
e
y
Chita - and to place its image
virtually in a public and political
space indicates the possibility of
continuing and maintaining cultural
i
d
e
n
t
i
t
y
l
e
m
a
s
s
e
x
n
.
IDENTIDADE
M A S S
Marcos
p
v
l Self Portrait - computer generated image (Meta Creations Painter 3D) p
Chita installation 1 v Digital Collage x Virtual Computer Site Specific
Realisation (Belo Horizonte) n Chita installation 2
A
bala
“Chita”
foi
eleita
porque traz a lembrança infantil e também a lembrança coletiva, pois é popular no Brasil
através de várias gerações e em
todas as camadas sociais. Além
disso, tem elementos visuais de
c
o
r
,
forma
etc.
Usar o símbolo da bala - a macaca Chita - e colocar sua imagem
v i r t u a l m e n t e
em
um
e
s
p
a
ç
o
público e político indica a
possibilidade de poder, massificadamente, continuar a manter
a
identidade
c
u
l
t
u
r
a
l
.
n
Marcos
CULTURAL E IMAGEM
I F I C A D A
Antônio
Venuto
Antônio
Venuto
T
T
R
Cinthia
R
A
J
A
E
C
T
J
E
T
O
Cat:338.20
O
R
Y
Marcelle
This work is about the course of life in
search of consciousness of itself. From the
beginning to the end. Like the history of a
human
being.
From
birth
until
d
e
a
t
h
.
I
started
with
a
sequence
of
photos which were arranged on the grass. “A
man was looking at these images while a piece
of
thread
was
tracing
his
h
i
s
t
o
r
y
”
.
All these images were inserted in a globe,
and were taken to another, virtual, place
t
h
a
t
occupies another dimension of reality. The
unknowable
perhaps.
A long journey to be travelled. The continuity of this trajectory, which ends in a
return
to
the
place
of
origin.
l
p
T
R
Cinthia
n
l Self Portrait - computer generated image (Meta Creations Painter
3D) n Site Specific Installation Detail (Computer printouts,
concrete,cotton) p Virtual Computer Site Specific Realisation
v Virtual Site Specific Installation (detail) processed through 3D
image mapping software.
A
J
E
T
O
Marcelle
É um trabalho sobre o percurso da vida
em busca da consciência de si próprio.
Do início até o fim. Como a história de
um
homem.
Do
n
a
s
c
i
m
e
n
t
o
até
a
morte.
Comecei com uma sequëncia de fotos que
foram colocadas sobre a grama. “Um
homem observava estas imagens enquanto
um fio de linha traçava sua história”.
Todas estas imagens foram inseridas em
um globo e foram levadas para um outro
espaço virtual que ocupava outra dimensão
da
realidade.
Talvez,
o
i m p r e v i s í v e l .
Um longo caminho a ser percorrido. A
continuidade deste trajeto que se fecha
em
um
retorno
ao
local
de
o
r
i
g
e
m
.
v
Cinthia
Marcelle
M
E
M
E
M
Lígia
Adriane
M
Ó
R
I
A
Cat:323.18
O
R
Y
Camargos
Gomes
Who I am, my identity, relates to
things I think, feel and do. In
each
present
realisation
I
contest, go on and back, reach and
lose
myself.
I
build
a
memory in order to think about my
own passage through this time.
From
an
initial
point,
I
create a movement, I show an image
that
is
p
e
r
m
e
a
b
l
e
,
changeable,
communicative.
Everything
will
end
in
another point which also ends but
even this will be the beginning of
a
n
o
t
h
e
r
s
t
a
g
e
.
l
p
M
E
M
Ó
R
I
A
Lígia Adriane Camargos Gomes
x
l Mixed Media Installation (bamboo, tissue paper, computer printout)
x Mixed Media Drawing - Studio Detail (Muslin,computer printout)
p Virtual Computer Site Specific Realisation (Belo Horizonte) v Mixed
Media Drawing processed through 3D image mapping software.
Quem
sou
eu,
minha
identidade, está nas coisas que
penso, que sinto, que faço. Em
c
a
d
a
realização
no
p
r
e
s
e
n
t
e
contesto, avanço, recuo, me
acho ou me perco. Construo uma
memória
para
r
e
f
l
e
t
i
r
sobre
minha
própria
passagem
por
esse
tempo.
De um ponto inicial, crio um
movimento,
mostro
adiante
uma
imagem
que
é
permeável,
mutável,
c o m u n i c a d o r a .
Tudo
vai
terminar em um outro ponto que
é
fim,
mas
é
também o começo de outra coisa.
v
Lígia
Adriane
Camargos
Gomes
O
L
H
A
N
PARA DENTRO DE MIM
LOOKING
Luis
p
D
INSIDE
Henrique
O
Cat:319.07
MYSELF
Jorge
My first work was a collage with
images and objects linked to my
identity.
Some
were
threed i m e n s i o n a l
(shoes,
toys,
a
wallet)
and
others
twodimensional (texts, photographs).
I
was
representing
here
my
e x p e r i e n c e s ,
and questions linked to my personality, to my youth, to my work as
an
artist.
I went on to work in another
direction, on the basis of one of
my paintings, the image of which I
used
both
in
Painter
3D
and as a pattern to put on the
image of the structure made from
b
a
m
b
o
o
.
The final stage was the siting of
this virtual sculpture in Pope
S
q
u
a
r
e
.
x
OLHANDO
Luis
PARA
DENTRO
Henrique
DE
MIM
Jorge
No meu primeiro trabalho fiz uma montagem
de
imagens
e
o
b
j
e
t
o
s
ligados à minha identidade. Alguns tridimensionais (tênis, brinquedo, carteira) e
outros
bidimensionais
(textos,
fotografias).
Aqui
representei
minhas
vivências e questões ligadas à minha
p e r s o n a l i d a d e ,
à minha juventude, ao meu trabalho como
a
r
t
i
s
t
a
.
Fui em direção a um outro trabalho, a partir de uma pintura minha, cuja imagem utilizei tanto em Painter 3D quanto como pattern para colocar sobre a imagem da estrutura
construída
com
bambu.
A colocação dessa escultura virtual na
Praça
do
Papa
foi
a
etapa
f
i
n
a
l
.
v
p Mixed Media Structure (bamboo) v Work in progress. (unrealised)
x Computer generated virtual site specific realisation.(Pope Square,
Belo Horizonte) l Work in Progress.(Capturing data using a Digital
Camera)
l
Luis
Henrique
Jorge
O
TEMPLO
UNIVERSAL
THE
Soraya
UNIVERSAL
Cat: 314.05
TEMPLE
Coppola
This
is
a
symbolic
work
which
contains
the
personal
and
the
universal.The egg contains, in seed, the
multiplicity
of
being
and
of
all
possibility. It is the seat of all the
transformations. It is the symbol of the
universal, explaining itself through
itself.The rose suggests love, secrecy,
sensuality, death and life beyond the
grave. It is the flower of wisdom, of
nature and of creation: a higher life.The
star means myself (Soraya is an Arabian
name that means “morning star”) and my
personal search. The five-pointed star
is the central manifestation of light,
the mystic centre. They are the higher
powers,
eternal
happiness.
The
shawl
and
the
water
are
synonyms for the female, for the emotional. The womb is the centre of man.
When we touch a body, we touch a person
with all that person’s history: we never
touch just the body, but also a personal
a
n
d
u
n
i
v
e
r
s
a
l
m
e
m
o
r
y
.
l
v
n
u
O
Soraya
p
x
l Mixed Media Installation 1 p Mixed Media Installation 1 (Work in
Progress) x Mixed Media Installation -1 (Detail) v Site Specific
n Site Specific Installation 2
Installation 2 (Work in Progress)
(Work in Progress)u Virtual Site Specific Realisation (Belo Horizonte)
TEMPLO
UNIVERSAL
Coppola
Este
é
um
trabalho
simbólico
que
contém
o
pessoal
e
o
universal.
O ovo contém em germe a multiplicidade dos seres e todas as possibilidades. É a sede
de
todas
as
transformações.
É
o
s
í
m
b
o
l
o
do
universal
explicando-se
por
si
mesmo.
A rosa remete ao amor, ao sigilo, à sensualidade, à morte e vida além do túmulo. É a
flor
da
sabedoria,
da
natureza
e
da
criação:
uma
vida
mais
elevada.
A estrela significa a minha pessoa (Soraya é um nome árabe que significa “estrela da
manhã”) e a minha busca pessoal. A estrela de cinco pontas é a manifestação central
da luz, do centroi místico. São os poderes elevados, a felicidade eterna.
O xale e a água são sinônimos do feminino, do emocional. O ventre é o centro do homem.
Quando tocamos um corpo, tocamos uma pessoa com toda sua história: nunca se toca
somente um corpo, mas também uma memória pessoal e universal.
Soraya
Coppola
FOGO, POESIA E CENÁRIO
Fire
Cristiano
Poetry
and
Gurgel
Cat:361.17
Scenery
Bickel
The work which I developed suggests a
discussion about the dissolution of the image
and of its relationship with the world in
which
it
is
a
part.
The
element
of
fire,
the
p
o
e
t
r
y
,
and the urban scenery overlap each other. The
fire travels between the image of the urban
scenario
and
the
personal
graphics
e
n
g
r
a
v
e
d
on the steel plate, manifesting a personal
mark in this space. It registers my own
existence in the world, where I perceive,
feel
and
belong.
v
FOGO,
POESIA
E
Cristiano
Gurgel
O trabalho desenvolvido propõe
uma
discussão
acerca da dissolução da imagem e
de sua relação com o mundo onde
se
insere.
O elemento fogo, a poesia e o
cenário
urbano
se
superpõem. O fogo transita entre
a imagem do cenário urbano e a
grafia pessoal gravada na chapa
de
aço,
manifestando
neste
espaço
a
marca
pessoal.
Registra
a
minha
própria existência no mundo onde
percebo,
sinto
e
registro
através
de
formas
v
i
s
u
a
i
s
.
l
p
CENÁRIO
Bickel
x
l Work in Progress - steel engraving - studio 1 (Digital record) p
Work in Progress Fire 3 (series of digital images) x Mixed media
installation (engraved lead, fire) v Virtual Computer Site Specific
Realisation (Belo Horizonte) n Mixed media installation processed
through image mapping software.
n
Cristiano
Gurgel
Bickel
D a t a f i l e 363 B r a z i l 1999
Cultural
ID ^ D i g i t a l Media and A r t E d u c a t i o n
Concept Development -
'Live'
Projects.
A coinmon f e a t u r e r u n n i n g t h r o u g h t h i s p r o j e c t was a n i n t e r e s t i n t e a c h i n g a n d
l e a r n i n g i n a r t a n d d e s i g n . C r u c i a l t o t h i s d e v e l o p m e n t was t h e p o t e n t i a l o f ICT
t o f a c i l i t a t e t h i s l e a r n i n g . ICT h a s t h e p o t e n t i a l t o g e n e r a t e new i m a g e r y a n d
t h i s i n t e r a c t i v e l e a r n i n g model a l l o w e d an i m m e d i a t e e x c h a n g e o f images and t e x t
b u l l e t i n s t h a t c o u l d b e u s e d e i t h e r as c o n t e x t / r e s o u r c e d a t a o r as a b a s i s o n
w h i c h t o b u i l d (image m a n i p u l a t i o n , a p p r o p r i a t i o n , and a b s t r a c t i o n ) . ' S c h o o l a r t '
now ' A r t e d u c a t i o n / NSEAD' p r o v i d e d web s i t e a c c e s s a s a ' l i v e ' p r o j e c t s i t e a n d
UK b a s e d PGCE s t u d e n t s a c c e s s e d d e v e l o p m e n t w o r k i n p r o g r e s s t h r o u g h e m a i l a n d
i m a g e a t t a c h m e n t s . The s t a g e s o f t h e p r o j e c t a n d t h e d i f f i c u l t i e s w e r e s h a r e d w i t h
s e l e c t e d g r o u p s o f Key S t a g e 4 a n d Key S t a g e 5 p u p i l s { 1 4 - 1 6 y e a r o l d s a n d 16-18
year o l d s ) .
We h a d d e c i d e d i n t h e p l a n n i n g p h a s e t h a t t h e p r o j e c t n e c e s s i t a t e d a n a c t i v e
p a r t i c i p a n t r o l e f o r b o t h workshop l e a d e r s , i n a d d i t i o n t o t h e agreed i l l u s t r a t e d
l e c t u r e s . As a p o i n t o f common a c c e s s we i n v i t e d a l l p a r t i c i p a t i n g s t u d e n t s /
teachers t o b r i n g t o t h e p r o j e c t a range o f memorabilia i n c l u d i n g f a m i l y
photographs,
s m a l l o b j e c t s a n d i t e m s o f p e r s o n a l s i g n i f i c a n c e . We, i n t u r n ,
b r o u g h t a s i m i l a r c o l l e c t i o n and used t h e m a t e r i a l t o i n v e s t i g a t e and i n t e r r o g a t e
responses and outcomes.
The i n i t i a l m e e t i n g w i t h t h e s t u d e n t s / t e a c h e r s a l l o w e d u s t o i n t r o d u c e o u r s e l v e s
u s i n g t h e m a t e r i a l s t h a t we h a d b r o u g h t . A s e n s e o f p l a c e was s h a r e d t h r o u g h a
c o l l e c t i o n o f s l i d e s f e a t u r i n g p u b l i c a r t commissions w i t h i n t h e C i t y o f
B i r m i n g h a m . T h i s p r e s e n t a t i o n h a d b e e n p r e c e d e d b y a c i t y w a l k w h i c h e n a b l e d us t o
c o n c e n t r a t e o n d i f f e r e n t v i s u a l f e a t u r e s o f B e l a H o r i z o n t e as w e l l as o n t h e
e l e m e n t s o f a r c h i t e c t u r e and on u r b a n d e s i g n . I m p r e s s i o n s g l e a n e d f r o m l o o k i n g a t
the
i m a g e s f r o m b o t h c i t i e s e m e r g e d as r e f e r e n c e p o i n t s w i t h some s p e c u l a t i o n as
t o how a m a p p i n g e x e r c i s e may b e i n c o r p o r a t e d i n t h e g e n e r i c t h e m e . O p t i o n s f o r
the
days t h a t f o l l o w e d i n c l u d e d t h e f i n a l i s a t i o n o f t h e t i m e t a b l e and l i k e l y s i t e s
w i t h i n t h e immediate environment.
F o l l o w i n g t h e s l i d e p r e s e n t a t i o n each i n d i v i d u a l
s u g g e s t e d a n u m b e r o f a l t e r n a t i v e ways i n w h i c h t h e w o r k c o u l d b e d e v e l o p e d a n d we
e n c o u r a g e d a h i g h d e g r e e o f s t u d e n t o w n e r s h i p i n o r d e r t o accommodate b o t h
s p e c i a l i s m and personal i n t e r e s t s .
'...design i d e a s c a n b e s i m u l a t e d r e s u l t i n g i n a ' v i r t u a l d e s i g n ' a c t i v i t y . F o r
example, u s i n g c u t , p a s t e and s c a l i n g t e c h n i q u e s , d i g i t i s e d o r scanned s i t e
s p e c i f i c s c u l p t u r e / images can be t r a n s f e r r e d t o d i f f e r e n t l o c a t i o n s ;
environments
c a n b e redesigned....'
The e x p l o r a t i o n o f n o t i o n s o f c u l t u r a l i d e n t i t y i n v a r i a b l y m e a n t t h a t e m o t i o n s
w e r e d e a l t w i t h i n t e r m s o f d e f i n i t i o n a n d a n t e c e d e n t s . The m a t e r i a l b r o u g h t t o
the
i n i t i a l w o r k s h o p drew on e m o t i o n a l l y l o a d e d c o n t e x t s a n d t h e w o r k p r o d u c e d
gave e x p r e s s i o n t o t h e k i n d s o f s i t u a t i o n s t h a t t y p i c a l l y e l i c i t t h e e m o t i o n
c o n c e r n e d , A r e c u r r e n t q u e s t i o n , g i v e n t h a t t h e s t u d e n t s were drawn f r o m a d i v e r s e
b a c k g r o u n d , was t h e s e n s e o f p e r s o n a l c u l t u r a l i d e n t i t y a n d how t h i s was f o r m e d .
F o r some t h e r e was a r e s t l e s s s e n s e o f who t h e y w e r e r e l a t e d t o a c r o s s c u l t u r a l
c o m p a r a b i l i t y . I n t e r e s t i n g l y each i n d i v i d u a l used c h i l d h o o d memories t o s k e t c h i n
i n i t i a l p r o p o s a l s i n t h e f o r m o f w o r d s o r i m a g e s . The d e v e l o p m e n t a n d
m a n i f e s t a t i o n o f these concepts e x p l o r e d v a r i o u s media w i t h c o n s i d e r a t i o n g i v e n t o
m o v e m e n t , c o l o u r , f o r m a n d , i n some c a s e s , s o u n d . I n t h e f i n a l p r e s e n t a t i o n s t h e
p r o g r e s s i o n a n d d e v e l o p m e n t was t r a c e d t h r o u g h t h e a c t u a l w o r k p r o d u c e d i n t h e
s t u d i o , on l o c a t i o n and t h r o u g h t h e s c r e e n b a s e d s e l e c t i o n o f t h e ICT s t a g e
d e v e l o p m e n t s . The p r o g r a m m e f o c u s e d o n t h e e d u c a t i o n a l i s s u e s l i n k e d t o t h e
outcomes.
The u s e o f new e l e c t r o n i c m e d i a h a d e n o r m o u s p o t e n t i a l i n t h e r e v i e w o f
the
work, and each s t u d e n t had a comprehensive r e c o r d o f each a s p e c t o f t h e
p r o j e c t d u p l i c a t e d f o r a l l o n a f i n a l CD Rom. The l e c t u r e s , s e m i n a r s e s s i o n s a n d
e v a l u a t i o n o p p o r t u n i t i e s m a i n t a i n e d a s e n s e o f common p u r p o s e a n d i n t h e r e s u l t a n t
a r t w o r k i n d i v i d u a l s h a d needed t o a d a p t t h e i r p r e f e r r e d media t o accommodate
others -
Learning
objectives
and a c t i v i t i e s :
evaluation
summary
Two k e y c o n c e p t s e x i s t e d w i t h i n t h e w o r k p r o d u c e d - q u a l i t y a n d e x p e r t i s e . We h a d
set
o u t t o enhance and secure q u a l i t y i n terms o f t h e outcomes, and communicate
procedures t o best evaluate t h i s q u a l i t y across t h e l i n k e d i n s t i t u t i o n s . Both
c o n c e p t s n e e d e d t o b e c r i t i c a l l y a s s e s s e d a n d s t u d i e d t o d e t e r m i n e how s u c c e s s f u l
the
p r o j e c t had been.
I n p a r t , t h e n o t i o n o f ' e x p e r t i s e ' was i m p l i c i t i n t h e
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1-2 J u a n ,
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d i s c u s s i o n r e l a t e d t o t h e o n - g o i n g r e f i n e m e n t o f an i d e a . I n some c a s e s t h i s
r e f i n e m e n t r e l a t e d t o t h e o r y , b u t i n m o s t c a s e s t h e w o r k was m o r e s p o n t a n e o u s a n d
i n t u i t i v e , S i g n i f i c a n t l y , we w e r e i n t e r e s t e d i n r e c o r d i n g t h e d i f f e r e n t k i n d s o f
e x p r e s s i v e a c t i v i t y t h a t were b e i n g g e n e r a t e d and b o t h a r t i s t s were drawn i n t o t h e
d i a l o g u e and e v a l u a t i o n s e s s i o n s .
R e s e a r c h on t h e way i n w h i c h s t u d e n t t e a c h e r s c o n s t r u c t t h e i r k n o w l e d g e b a s e a n d
t h e p o s s i b i l i t i e s o f i n f l u e n c i n g t h i s knowledge c o n s t r u c t i o n process i s p a r t o f
much b r o a d e r r e s e a r c h i n t o s p e c i a l i s t t e a c h e r t r a i n i n g t h e (1) a n d t h i s p r o j e c t
o f f e r e d f u r t h e r i n s i g h t . I n t h i s p a r t i c u l a r p r o j e c t the knowledge c o n s t r u c t i o n
s t r a t e g i e s o f s t u d e n t s a n d e x p e r i e n c e d t e a c h e r s w e r e c e n t r a l , s o , t o o was t h e way
i n which these s t r a t e g y i s s u e s appeared t o r e g u l a t e f o r example p r o f e s s i o n a l
learning at the l e v e l of i n d i v i d u a l teachers;
• the d e c e n t r a l i s a t i o n of i n f o r m a t i o n p r o v i d e d m u l t i p l e p o i n t s a t which
i n d i v i d u a l s c o u l d g a i n access t o t h e p r o j e c t . Not a l l were a b l e t o f o l l o w t h e
p r o g r a m m e on s u c c e s s i v e d a y s , due i n p a r t t o t e a c h i n g c o m m i t m e n t s i n s c h o o l s
o r o t h e r c o u r s e demands o n t h e i r t i m e .
d i v e r s e communication networks o f f e r i n g o p p o r t u n i t i e s t o discuss ideas
(email, i n t e r n e t l i n k s ) ,
l e a d e r s h i p was n o n - a u t h o r i t a r i a n . A d e m o c r a t i c m o d e l - ' e q u a l p a r t n e r s ' ,
f e e d b a c k was c o n t i n u o u s a n d r e l a t e d t o l e a r n e r ' s p e r f o r m a n c e
etc.
Important
questions
arising
from
the work i n c l u d e d :
u n d e r s t a n d i n g t h e message, a r t i s n o t a l w a y s c o m m u n i c a t i o n
l e v e l s o f meaning i n v i s u a l symbols, u n d e r s t a n d i n g r e p r e s e n t a t i o n a l meaning
e x p e r i m e n t a l engagement - c u l t u r a l d i f f e r e n c e s
t h e m a t i c and m u l t i p l e m e a n i n g s and e x p r e s s i v e m e a n i n g .
Outcomes: I n t e r r o g a t i o n
of
the
work
R e s e a r c h s t u d i e s i n d i c a t e d t h a t e m o t i o n a l m e a n i n g s , o r a b s t r a c t i d e a s i n t e n d e d by
t h e a r t i s t , w e r e n o t as a m a t t e r o f c o u r s e u n d e r s t o o d b y t h e s p e c t a t o r . (2)
However, i n f o r m e d g u e s s e s f r o m t h o s e n o t d i r e c t l y i n v o l v e d i n t h e c o u r s e w e r e
u s u a l l y n o t f a r away f r o m t h e a r t i s t ' s i n t e n t i o n , W i t h r e g a r d t o s t r o n g e m o t i o n a l
content,confusions d i d not g e n e r a l l y occur. Spectators tended t o confuse the
c l o s e l y a l l i e d e m o t i o n s s u c h as l o v e a n d t e n d e r n e s s o r g r i e f a n d g u i l t . T h e y
c e r t a i n l y d i d n o t c o n f u s e o p p o s i t e e m o t i o n s , s u c h as t e n d e r n e s s a n d a n g e r , o r
g r i e f a n d j o y . The c o m m u n i c a t i o n o f e x p r e s s i v e m e a n i n g t h r o u g h v i s u a l i m a g e s ,
despite the
o c c a s i o n a l c o n f u s i o n , was m o s t l y v e r y c l o s e t o t h e a r t i s t ' s i n t e n t i o n . N u a n c e s ,
g r a d a t i o n s a n d s u b t l e t i e s r e l i e d on c o n t e x t u a l d a t a ( v e r b a l e x p l a n a t i o n ) .
F o r t h e a r t t e a c h e r who w a n t s t o e x p l o r e p u p i l s / s t u d e n t s u n d e r s t a n d i n g a n d
a p p r e c i a t i o n o f e x p r e s s i v e m e a n i n g s , t h e c o n t e x t and t h e l a n g u a g e a r e e s s e n t i a l ,
as s y m b o l s w h i c h a r e s h a r e d b y a r t i s t s a n d p e r c e i v e r s , c a n h a v e d i f f e r e n t l e v e l s
of meaning.
There were two f u r t h e r i m p l i c a t i o n s f o r t h e outcomes. Not a l l p a r t i c i p a n t s were
t e a c h e r s so t h e e x t e n s i o n o f t h e p r o j e c t was n o t u n i v e r s a l l y r e l e v a n t t o a t h e o r y
o f knowledge a c g u i s i t i o n or f o r t h a t m a t t e r knowledge u t i l i s a t i o n i n t e a c h i n g .
What we h a d was r e p o r t e d a c c o u n t s o f w h a t t h e i n d i v i d u a l s g r e w t o u n d e r s t a n d b u t
l i t t l e i n d i c a t i o n as t o how s u c h l e a r n i n g o p p o r t u n i t i e s may b e n e f i t o t h e r s
( p u p i l s / s t u d e n t s ) . S e c o n d l y we n e e d e d t o r e - e x a m i n e t h e k n o w l e d g e b a s e f o r
t e a c h i n g , i n c l u d i n g t h e n a t u r e o f ' p r a c t i c a l k n o w l e d g e ' . Can i n d i v i d u a l s be
p r e p a r e d and a s s i s t e d t o l e a r n o p t i m a l l y f r o m e x p e r i e n c e . T h e s e q u e s t i o n s r a i s e d
a n o t h e r i m p o r t a n t i s s u e . R e s e a r c h i n t h e a r e a o f l e a r n i n g t o t e a c h has p r o d u c e d
some i n t e r e s t i n g d e s c r i p t i o n s o f c h a n g e s i n t e a c h i n g s k i l l s , b e l i e f s a n d p r a c t i c e s
b u t r a r e l y i s i t a b l e t o e x p l a i n these changes i n terms o f a t h e o r y o f l e a r n i n g or
o f a t h e o r y o f t e a c h i n g . R e s e a r c h l a c k s a t t e n t i o n t o u n d e r s t a n d i n g how t h e c h a n g e s
i n t e a c h e r k n o w l e d g e come a b o u t o r t o w h a t t h e c o n s e q u e n c e s o f t h e c h a n g e s a r e . So
t h e n o t i o n o f l e a r n i n g and d e v e l o p m e n t w i t h i n t h e c o n t e x t o f t h e t e a c h i n g
p r o f e s s i o n r e s t s on a v e r y f r a g i l e r e s e a r c h b a s e
The p r o j e c t f o r m s p a r t o f t h e c h a n g i n g n a t u r e o f A r t a n d D e s i g n E d u c a t i o n as i t i s
i n t e n d e d t o c h a l l e n g e t h e c o n v e n t i o n s and o r t h o d o x i e s t h a t a r e endemic i n r e g i o n a l
and n a t i o n a l e d u c a t i o n a l i n i t i a t i v e s . D i g i t a l t e c h n o l o g y f a c i l i t a t e s g l o b a l
c o l l a b o r a t i o n i n t h e p u r s u i t o f q u a l i t y a r t i s t i c and a e s t h e t i c e x p e r i e n c e s f o r
v i s u a l l e a r n e r s . We h a v e n o t y e t s t a r t e d t o c a p i t a l i s e on t h i s l e a r n i n g r e s o u r c e .
1) D a v i e s , T ( 2 0 0 0 ) P o s t g r a d u a t e T e a c h e r E d u c a t i o n ( A r t a n d D e s i g n ) :
'Wising-up'
o r D u m b i n g - d o w n ' . C u r r e n t r e s e a r c h , summary t o be p u b l i s h e d i n t h e J o u r n a l o f A r t
a n d D e s i g n E d u c a t i o n , O c t . V o l 19 - Number 3 PP 1 3 2 - 1 4 2
2) M e e l - J a n s e n , A. ( 1 9 9 2 ) C o m m u n i c a t i o n i n t h e V i s u a l A r t s , L e i d e n P s y c h o l o g i c a l
Reports, Department o f Psychology, Leiden U n i v e r s i t y , Netherlands,
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1-3
Maria
Piedade
work
i n progress.
Cascade p u b l i c a t i o n s i s a p i i b l i s h i n g venture run
by t h e U n i v e r s i t y o f C e n t r a l E n g l a n d ' s
Department of A r t .
I t i s dedicated to the dissemination of
c u r r i c u l u m d e v e l o p m e n t and good p r a c t i c e
i n the f i e l d
of
A r t and D e s i g n E d u c a t i o n