building a reference point(s)
what do you like about making work?
why do you make work?
what do you want from your work?
w...
building a reference point(s)
what is your work about?
where does the work go?
who is your audience?
building connections
art history
music
dance
writing
general/local/national/global history
geography/place
contemporary pr...
your making - contextual framework
social
personal

political
critical/ theoretical

historical

geographical

institution...
geographical
social context
Making and seeing an image always
takes place in a social context. The
way it is seen and how it is seen ar...
political context
Specific political issue
broad political issue
gender - race - ethnicity - sexual
orientation - class - ...
personal context
Biography - narrative of the self
particular issues - memories
What motivates/ drives you?
Your particula...
critical/theoretical context
Does your work relate to particular
critical debates about contemporary art
and design practi...
historical context
Understand how/whether your practice
relates to a tradition, with a history
How knowledge relates to pe...
geographical context
Local, regional, national, international,
global.
Where do you make your work?
Do you make your work ...
institutional context
MA Course - school of design
Your educational background/experience
Your professional
background/exp...
cultural context
In it’s broadest sense - ‘a whole way of
life’ - this relates to all the other
categories.
More specifica...
mapping your practice
Any other contexts worth considering?
Importance
Overlapping
change - evolution of practice
geographical
1
If you don’t know
where you’re going,
how do you know
when you get there?
2
If you don’t know
where you’re going,
then it is best to
surround a problem in
order to solve it.
3
If you don’t know
where you’re going,
then any road will get
you there.
Martin Creed: Work No. 202: Half the air in a given space.
Louise Bourgeois, The Insomnia Drawings.
Creed
http://www.tate.org.uk/context-comment/video/tateshotsmartin-creed-tate-st-ives
Bourgeois
http://www.youtube.com/wat...
A

B
A
B

A
B
B

B

A
B
building a research
project
making-thinking
define
research
ideation
prototype
choose
implement
learn

ideation (idea generation) – is the
process of ...
stage 1
• finding the need
• begin to wonder – what if...
• could this be better – personal
dissatisfaction
• recognising ...
stage 2
• the identification of a ‘hunch’ – leading to an
identifiable question
• so what....the wider significance - why ...
stage 3
• Initial search for information that supports
your hunch
• Initial feedback – peers
stage 4
• No apparent external rationale – could
the work be too indulgent/idiosyncratic
for a research project
stage 5
• Refocusing the initial proposal based on
your discoveries so far
stage 6
• Mapping the terrain
• Surveying the context – to increase
understanding
• Selecting what is relevant – evaluatin...
Stage 7
• Identifying a question
• Using this to develop a plan
• Aim, objectives, rationale, methodology,
projected outco...
stage 8
•
•
•
•
•
•

So far
Planned the journey
Mapped the terrain
Located your position
Now – crossing the terrain
Modes ...
stage 9
• Interpreting the map
• Evaluate – what is valuable, relevant,
significant?
stage 10
• Conclusion - so what?
• Critical evaluation – making visible
• Identification of future research
to conclude - research should
Be required and relevant – clear – an external,
professional and personal rationale – a need...
Research, process and practice final year 10 2 14
Research, process and practice final year 10 2 14
Research, process and practice final year 10 2 14
Research, process and practice final year 10 2 14
Research, process and practice final year 10 2 14
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Research, process and practice final year 10 2 14

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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. 1 If you don’t know where you’re going, how do you know when you get there?
  17. 17. 2 If you don’t know where you’re going, then it is best to surround a problem in order to solve it.
  18. 18. 3 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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