Research Catalogue

Voorlopige werktafel onderzoeksplan

A visual, emotional & conceptual archive of performative installations that anticipated the LGP Method's integrative logic. This article presents a series of digital collages created through the daily reworking of personal archives—photos, performance records, and installations. These images are not final works but affective documents in motion. They explore the blurred boundaries between memory, artwork, and archive. This visual practice is part of the ongoing evolution of the LGP Method, showing how transformation and process are central to its structure. After the method's formalization, a new identity—New Art—emerged, emphasizing mobility, reinvention, and the spiritual-emotional dimension of creative work. This archive also acknowledges the valuable collaborations with artists, performers, and institutions who engaged with different stages of the process, activating the method from multiple perspectives.

This thesis explores the layered and often ambiguous relationship between place, memory, and history in the southwest region of Poland, with particular attention to the city of Wrocław. Combining site-specific observation with theoretical reflection, it examines how everyday encounters with neglected, transitional, or repurposed spaces contribute to a sense of familiarity and belonging in a region shaped by post-war displacement, political upheaval, and economic transformation. Through examples such as a stadium which kept on changing its role, remnants of wartime infrastructure, and viral online videos captured in forgotten environments, the research investigates how traces of the past persist outside institutional archives and dominant historical narratives. Drawing on thinkers including Yi-Fu Tuan, Paul Connerton, and Henri Lefebvre, the thesis emphasizes the importance of lived experience, spatial practice, and the subtle cues embedded in the landscape. Rather than presenting a fixed interpretation of history, the work advocates for a more nuanced, open-ended approach—one that recognizes the complexity of the past as it is revealed through the overlooked, the accidental, and the intimately familiar.

This short essay opens ArteActa’s issue AI (and) Art: Poetics of Prompting by proposing to understand generative algorithms as fundamentally metabolic: a dynamic entanglement of data, energy, affect, attention, and ecology. It argues that, given their ubiquity, generative materials can no longer be understood primarily as representations or discrete outputs. Instead, they function as metabolic processes that devour cultural material, extract planetary resources, and reshape perception below the threshold of consciousness. Prompting itself is always an act of transformation rather than merely a symbolic command, and intentional artistic experiments represent only a fraction of a larger infrastructure. The essay thus advocates for a multiscalar understanding of generative media: every prompt is already an ecosystem; every image is already a node in a planetary metabolism.

The fantasy of the algorithm and, by extension, artificial intelligence imagines that each performs by executing an operational task. Yet, based on its inherent computational structure, the digital performance fails to live up to its instrumental promise. This failure foregrounds an occasion for artistic intervention. “The Wager of the Algorithm: Towards a Performatic Gesture” presents a theoretical statement (illustrated via artwork by the author) in which the overall exposition underscores a dialectic within instrumental reason itself. The “prompt” names are a shorthand for the fulcrum of this problematic.

Cultivating a sense of ownership in beginner music students is important for fostering engagement and self-confidence in their educational journey. This study explores how integrating creative activities into a beginner clarinet curriculum promotes ownership among students aged 9–11. Focusing on three specific activities tested in multiple case studies, the research investigates students' relation with their musical development. Findings reveal that using creative activities as part of a personalized, student-centered teaching approach enhances students' motivation and engagement, ultimately fostering a stronger sense of ownership in their learning experiences. The study also offers practical insights for music educators seeking to creatively teach instrumental skills while creating a meaningful musical experience for young clarinetists.