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NATF Presentation: Techno-Vernacular Creativity, Innovation & Learning

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For the 2014 National Artist Teaching Fellowship Conference, Gutman Library, Harvard University.

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NATF Presentation: Techno-Vernacular Creativity, Innovation & Learning

  1. 1. Techno-Vernacular Creativity, Innovation & Learning NATF Presenter: Nettrice R. Gaskins, PhD, STEAM Lab Director, Boston Arts Academy
  2. 2. Definition Introduction Techno-Vernacular Creativity (TVC) refers to cultural art and technology made by underrepresented ethnic groups (UEGs) – Indigenous, or African and Latino Diasporas – for their own entertainment and creative expression.
  3. 3. Introduction Artist Sanford Biggers was the creative inspiration for my research project.
  4. 4. Introduction Sanford Biggers’ “Mandala of the B-Bodhisattva II.”
  5. 5. Framework for Analysis contextualize or place something in a new or different context synthesize or see relationships between seemingly unrelated fields syncretize or invent something new by combining elements nobody else thought to put together Redeployment Reconception Re-creation
  6. 6. Taxonomy Cosmogram courtesy of Duane Deterville; Native American Medicine Wheel; Buddhist mandala
  7. 7. Crossroads (Cosmograms) have been evident in West African cultures and have been elaborated upon, showing complex intricate patterns or simplified into abbreviated X’s, or even V’s implying an arc of travel or motion. Example
  8. 8. The cypher is a figure that is based on the naturally occurring circle, or mandala IntroEdxaumctpiolne
  9. 9. IntroEdxaumctpiolne The circle (mandala or cosmogram) is one of several geometric elements used in art.
  10. 10. The mandala/cosmogram figures prominently in Sanford Biggers’ work. IntrEoxdaumcptiloens
  11. 11. IntroEdxaumctpiolne Fred Eversley creates sculptures that operate according to the optical principles of physics.
  12. 12. IntroEdxaumctpiolne Fred Eversley creates sculptures that operate according to the optical principles of physics.
  13. 13. IntroEdxaumctpiolne Vanessa Ramos-Velasquez worked with scientists to use tree rings to create narratives.
  14. 14. IntroEdxaumctpiolne Vanessa Ramos-Velasquez worked with scientists to use tree rings to create narratives.
  15. 15. IntroEdxaumctpiolne Ai Weiwei & Bert Benally collaborated on a site-specific work featuring mandalas.
  16. 16. ResearcIhn t&ro Pdruaccttiiocne Saya Woolfalk’s use of “simple geometric shapes and primary colors … encourage a transnational, un-xenophobic perspective that would lead us to open-minded future. “
  17. 17. Research & Practice Mapping or diagramming— representing ideas in graphic form—is an important TVC characteristic that uses techniques such as remixing.
  18. 18. Research & Practice Mapping or diagramming— representing ideas in graphic form—is an important TVC characteristic that uses techniques such as remixing.
  19. 19. Mandala CSDT developed with Libby Rodriguez and Ron Eglash/RPI. Artwork by Xenobia Bailey. Research & Practice Production modes such as remixing have been integrated with the ethos of techno-culture (i.e., afrofuturism) that extends to computing. A CSDT was developed based on Bailey’s art.
  20. 20. Theoretical Framework & Prior Research Artwork courtesy of John Biggers (top) and Nontsikelelo Mutiti (bottom). Core Concept Artists across many ethnic cultures use diagramming to redeploy and remix cultural artifacts such as quilting and hair braiding motifs to produce patterns.
  21. 21. Core Concept Theoretical Framework & Prior Research Artwork courtesy of Nontsikelelo Mutiti. Ruka CSDT courtesy of Ron Eglash/RPI. The development of CSDTs to simulate artwork is promising in the domains of mathematics and electronic textiles
  22. 22. Contextual Model of Learning Socio-Cultural Context Physical Context Personal Context Adapted from Falk, J.H. & Storksdieck, M. (2005) Informal Learning Science CMonettehxotds
  23. 23. Informal Science Learning CMonettehxotds Arts-Based Inquiry Culturally Situated Design Arts-Based Learning Digital Media/ Technology Write/talk about the artist’s culture(s) in this work. Write/talk about what you see in this art. Write/talk about the type technology you used. Write/talk about how this artist’s culture relates to your culture. Write/talk about what comes to your mind when you look at this art. Write/talk about how this technology can be used to create things you like. Write/talk about how you felt about learning this artist’s culture. Write/talk about how well you think you can make this art. Write/talk about how you felt about using the software. Write/talk about what you liked and did not like about the artist’s culture. Write/talk about how this art is similar to other art you like. Write/talk about what you liked and did not like about the software. Attention Relevance Confidence Satisfaction Personal Context Physical Context Socio-Cultural Context
  24. 24. MethModeotlhoogdy
  25. 25. Results Participants explored diagramming, collage and repetition with math concepts such as rotation and translation.
  26. 26. RReessuullttss
  27. 27. RReessuullttss
  28. 28. RefeRresnuclets • 360° by Vanessa Ramos-Velasquez: http://digital.udk-berlin.de/?/students/ramos-velasquez- vanessa/projects/ws13-14.360degrees • Mandala of the B-Bodhisattva II by Sanford Biggers with David Ellis: http://vimeo.com/26402249 • Sanford Biggers: Sweet Funk—An Introspective: https://www.youtube.com/watch?v=ttmuBeFHYII • T I M E (Temporary Installations Made for the Environment) 2014 with Bert Benally & Ai Weiwei: http://vimeo.com/100511819 • Xenobia Bailey's Amazing Art & John Coltrane: https://www.youtube.com/watch?v=mzOa4ce5DJ8

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