Research, process and practice final year 10 2 14

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seminar given to OCA Final Art Students

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Research, process and practice final year 10 2 14

  1. 1. building a reference point(s) what do you like about making work? why do you make work? what do you want from your work? what’s your work for?
  2. 2. building a reference point(s) what is your work about? where does the work go? who is your audience?
  3. 3. building connections art history music dance writing general/local/national/global history geography/place contemporary practice science
  4. 4. your making - contextual framework social personal political critical/ theoretical historical geographical institutional cultural
  5. 5. geographical
  6. 6. social context Making and seeing an image always takes place in a social context. The way it is seen and how it is seen are culturally constructed. Audience for work - who is included/excluded/implicated on the ways an image is produced, circulated and consumed
  7. 7. political context Specific political issue broad political issue gender - race - ethnicity - sexual orientation - class - disability - religion
  8. 8. personal context Biography - narrative of the self particular issues - memories What motivates/ drives you? Your particular skills as an artist/ designer/writer/photographer What strategies do you use when the work is not going well? How do you relate to the forces that in part condition what you know and in which you make things?
  9. 9. critical/theoretical context Does your work relate to particular critical debates about contemporary art and design practices? Is your work informed by/engaging with/contesting particular theoretical frameworks/issues?
  10. 10. historical context Understand how/whether your practice relates to a tradition, with a history How knowledge relates to periods in time.
  11. 11. geographical context Local, regional, national, international, global. Where do you make your work? Do you make your work in relation to a particular place? studio home church city rural cyberspace
  12. 12. institutional context MA Course - school of design Your educational background/experience Your professional background/experience Your family background/experience
  13. 13. cultural context In it’s broadest sense - ‘a whole way of life’ - this relates to all the other categories. More specifically, what works of artists, designers, writers, filmmakers, photographers, musicians are important to you and your work - why?
  14. 14. mapping your practice Any other contexts worth considering? Importance Overlapping change - evolution of practice
  15. 15. geographical
  16. 16. If you don’t know where you’re going, how do you know when you get there?
  17. 17. If you don’t know where you’re going, then it is best to surround a problem in order to solve it.
  18. 18. If you don’t know where you’re going, then any road will get you there.
  19. 19. Martin Creed: Work No. 202: Half the air in a given space.
  20. 20. Louise Bourgeois, The Insomnia Drawings.
  21. 21. Creed http://www.tate.org.uk/context-comment/video/tateshotsmartin-creed-tate-st-ives Bourgeois http://www.youtube.com/watch?v=eiOHA0INiqA
  22. 22. A B
  23. 23. A
  24. 24. B A
  25. 25. B B B A B
  26. 26. building a research project
  27. 27. making-thinking define research ideation prototype choose implement learn ideation (idea generation) – is the process of creating new ideas.
  28. 28. stage 1 • finding the need • begin to wonder – what if... • could this be better – personal dissatisfaction • recognising gaps – professional stimulus • raising questions • strengths and weaknesses
  29. 29. stage 2 • the identification of a ‘hunch’ – leading to an identifiable question • so what....the wider significance - why is your research needed? • how are you going to develop an appropriate methodology? gathering, generating relevant • what do you hope to gain by undertaking research?
  30. 30. stage 3 • Initial search for information that supports your hunch • Initial feedback – peers
  31. 31. stage 4 • No apparent external rationale – could the work be too indulgent/idiosyncratic for a research project
  32. 32. stage 5 • Refocusing the initial proposal based on your discoveries so far
  33. 33. stage 6 • Mapping the terrain • Surveying the context – to increase understanding • Selecting what is relevant – evaluating critically • Identifying gaps
  34. 34. Stage 7 • Identifying a question • Using this to develop a plan • Aim, objectives, rationale, methodology, projected outcomes and outputs • Ethics?
  35. 35. stage 8 • • • • • • So far Planned the journey Mapped the terrain Located your position Now – crossing the terrain Modes of transport – methodology and methods
  36. 36. stage 9 • Interpreting the map • Evaluate – what is valuable, relevant, significant?
  37. 37. stage 10 • Conclusion - so what? • Critical evaluation – making visible • Identification of future research
  38. 38. to conclude - research should Be required and relevant – clear – an external, professional and personal rationale – a need Be intentional – envisioned, proposed, prepared for, strategic, planned, focused Be disciplined – rigorous, critical, ordered – it is a structured investigation Develop a research approach – initiation, context, methods, making findings visible Be revelatory – contributing new /alternative perspectives and insights Be public – open to public and future use

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