Main research question
How can you stimulate students to discover and develop their own artistic research approaches and forms by essaying art?
Essaying: A verb with many possible forms of expression.
How can an unmethodological method enable an intertwinement of artistic and scientific methodologies an enable a mix of disciplines and media?
[PILLOWBOOK p.25,41 and ARTISTIC CONTRIBUTION]
Space: Artistic research education in different contexts
The essay in an educational/institutionalized context.
Can an informal environment, between the institutional and non-institutional domain, provide the space for essaying in an educational context? Can we create spaces for art and science in potentia?
Can an online space for essaying and physical space for essaying art performatively, enable essayistic forms of artistic research?
[PILLOWBOOK p.22 pp.28-30]
Process: The element of time with moments (iterations) of externalization and reflection.
Can you evaluate a student’s research process with a summative assessment, providing transparent and measurable criteria without having an end-assignment?
[PILLOWBOOK p. and RESEARCH p.]
The theoretical debate on Artistic Research mainly takes place in the context of PhD’s. This research deals with the instructional dichotomy of MA’s in Artistic Research in the Netherlands. In The Netherlands, there the two main MA’s Artistic Research, one has its roots in the art academy (University of Applied Science or HBO) and the other in the academic field (Research University or WO), consequently we could say that one is dominantly practical and the other dominantly theoretical. But it seems that something in-between the practical and theoretical is missing. The practical problem that I encountered is that two artistic research students that were on the student team of Café Chercher, expressed the lack of practice tutorials in their master. They, as I and other alumni of the master, experienced the dichotomy between the theory and the practice, and also a lack in balancing and intertwining the both. Even though, the university context is a unique context, theory and research in an academically written form is dominant in their MA. This was the starting point for developing a practice tutorial for the future students. This practice tutorial is a pilot and provides a framework that could be used and adapted for other Masters and Bachelors in the Arts.
The didactical aim is to provide the students with many different perspectives, forms and communities of artistic research, in order to contextualize and place themselves in the field. The goal is enable the students to find their own approach to artistic research through essaying in a digital space and essaying in a performative space: a process of essaying art, and discovering their own way of doing artistic research. My role is to guide this process and expose them to feedback, suggestions and sometimes even critiques form different perspectives.
[ARTISTIC CONTRIBITION, DART18 p. link]
The pedagogical aim is to create an environment which encourages critical- and speculative thinking. A space which stimulates experimenting, taking risks and stepping out of your own comfort zone. I ask them to openly doubt, question and to share their research process in an unfinished stage, this asks for an environment of trust.
My goal is to provide a safe environment for them to share unfinished stages of their research in a peer and pubic context during the meetings and events.
The theoretical aim is to contribute to the methodological debate in the academic field of Artistic Research, and to stimulate artistic researcher to do artistic research on artistic research, like essayists writing essays on the essay. A way to open up, discuss, and also safeguard the broad definition of the field.
My personal aim as an artist-researcher is to discover new ways of writing and doing my own artistic research and find an intertwined form for my practice and research
[PILLOWBOOK, ARTISTIC COMPONENT SAR18 and DART18].
My personal aim as educator is to practice what I preach, I hope to to achieve this by adapting the concept and content of the practice tutorial in an essayistic manner, and by sharing my own research process and sharing my own doubts and questions and by incorporating feedback into the tutorial and also share my own research and work with the students.
[CAFÉ CHERCHER #4.3, PILLOWBOOK p. 16 pp. 22-24]
My aim in a broader scope is to provide a framework which encourages the development of many different varieties of essaying Artistic Research. Ideally, when combining a collective of individual artistic researcher approaches, this could define the field. With the end goal is to bridge the gap between the research and artistic practice in an early stage of their MA.
[RESEARCH p.10, ARTISTIC COMPONENT DART18 link min]
If the essay is a combination of the artistic and the scientific, and used by scientist as a free form of science (essayistic science) then the key characteristics of the essay could form a logical approach for artists to conduct a scientific form of art (essaying art). My hypothesis is that essay as unmethodological method can provide strategies of merging artistic and scientific forms and methods for artistic research. A process of science in potentia and art in potentia (reference to Obaldia 2007; the essay as ‘literature in potentia'). I anticipate that students of the tutorial will find and formulate a diverse range of strategies and forms, and at the least gain insight into the field of artistic research and discover their own place in it. I anticipate that an essayistic approach to Artistic Research, could create a hybrid approach witch can be used by artistic research in the broader sense and could contribute to the broader theoretical debate of artistic research.
I will use the practice tutorial as pilot for the research, the most important element is to document the process. I will gather information by documenting the artistic contributions of the students with a video-camera and by taking screenshots of their Pillowbook on the Research catalogue
[EDUCATIONAL PROJECT, Research Catalogue Workspace Manuel].
The tutorial is a process of adapting and experimenting, a constant iteration. I will analyze one meeting, I will also analyze the ‘process evaluation criteria’.
[EDUCATIONAL PROJECT, Process evaluation criteria, PILLOWBOOK]
For the theoretical research I will use literary analyses of primary and secondary sources and make an overview of the current art and science debate in Artistic Research in order to position my research.
This will be a practice led research (learning by doing) and the result might be an adapted version of the practice tutorial. I will also apply an unmethodological method to my own artistic research parallel to the students.
- documentation of the meetings and events
- reflections, evaluation and feedback from the students
- Feedback form the professional field
- feedback the educational context