Category Archives: education

Farewell Newton Harrison

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Newton Harrison has died, aged 89. With partner Helen Mayer Harrison, Newton was one half of the Harrison Studio. Helen herself died back in 2018. The loss of both Harrisons is a sad moment for eco-artists everywhere. Since the early 1970s when they began co-authoring projects, they were leaders in this field. Ever restless, ever engaged, ever inventing, ever provoking, ever joyful, ever mischievous.

I got to meet Newton twice. Once in 2015, on a family trip to California, I visited him at his home in Santa Cruz and he cooked me a delicious healthy lunch. Helen was still alive at the time, and I met her briefly, but the dementia she experienced in her later years meant she didn’t join us for that meal. The second time I visited their home was in 2018, this time with my collaborator Kim Williams, about a month after Helen had died. Newton welcomed our visit – he said it cheered him up to have us to talk to. We brought gluten free pastries, and sat on the couch drinking tea.

By then Kim and I were in the thick of our project Sugar vs the Reef? which focused on the sugarcane industry of central-northern Queensland and its effects on the Great Barrier Reef. Newton’s interest was piqued as we shared the challenges we were having: working on a project that size; working away from home; trying to bring together multiple stakeholders; and being two small artists up against a massive environmental problem.

One of Newton’s gifts was that he didn’t get bogged down by such minutiae. For us, the 2000km of sugarcane farms and gigantic scale of the adjacent Great Barrier Reef boggled our minds (it was the largest scale we’d ever worked at). But Newton immediately leaped to planetary thinking. What if all the coral reefs of the world were linked through the work? What if they were all mapped and audited and shown to be in peril everywhere?… What if…? (Newton loved talking in “what ifs”). Following this visit with Newton, Kim wrote a blog post about scale and Californian eco-art, including reflections on this encounter.

Of course, we didn’t just go home and carry out Newton’s prescription for the project. We had our own momentum, our own way of working, which was focused on small-scale community interactions in a particular town within the immensity. We worked on a microcosm of the bigger picture. But Newton’s words resonated. During this visit, we were privileged to witness live the Harrisons’ method: when presented with a situation, and when invited to weigh in, he and Helen would actively shift the problem UP in scale, asking the crucial question: How big is here?.

And so while Kim and I worried about the sugar/reef nexus being too big for us, and so far away from our homes, Newton challenged us to reframe our scale of reference, making it even bigger. When we use the word “here”, he asked, where does “here” stop, and where does “there” start? What are the boundaries to “here”? Faced with the onslaught of global heating (which the Harrisons call The Force Majeure – the force that over-rides all other forces), categories like here and there, local and global are all thrown into doubt.

As their career progressed, the Harrisons’ answer to the question how big is here? grew progressively wider until it encompassed oceans, continents, hemispheres, the whole planet and its surrounding atmosphere. It takes a particular kind of imagination to think and talk and make at this scale effectively, to be able to stand and hold the space with governments and corporations and scientists, and the Harrisons had that.

At the end of that 2018 visit, Newton took us over to the Santa Cruz Botanic Gardens, where we got to see the Future Gardens project. Here’s a link to a brief blog post I wrote at the time about that project. This project investigates the survival of native Californian plant species under three possible future heat and rainfall scenarios. It was just about to launch, and the Harrisons had secured a contract with the Botanic Gardens to maintain it for at least 50 years. Once again, our thoughts turned back to scale. How long is now? What if a project needs to run for multiple generations?

Here’s a short video produced by University of California Santa Cruz about the Future Gardens project.

For me, as an artist half their age, the Harrisons’ legacy is continually useful. One of the reasons for this is that they took seriously the work of describing, interpreting, and communicating about their own experiences. They left behind an enormous archive of correspondence, project proposals, critical reflections, and documentation (now housed at Stanford University). Kim and I spent a few days immersed in this around the same time we visited Newton. In that archive, you can dive into a particular project to see how they made it happen. Kim, I remember, spent a long time rummaging around in the Sava River project. Faxes, emails, thousands of phone calls, haggling for invoices to be paid, photographs from site visits, fragments of poems, endless negotiation, manila folders, it’s all in there. It’s striking how seldom a project “progressed smoothly”. The Harrisons had an appetite for difficulty.

Collaborating with councils, governments, scientists and communities takes a lot of admin, which is not just “behind the scenes” stuff: it IS the work. Projects can take years, and they can go nowhere. They can sit dormant for decades and then bubble up and accelerate again. All these records of project management in the archives are material for future art historians to study, if only they could recognise this as central to the work of contemporary art. Bubbling around and through all of this is the spirit of the Harrisons: the inventive leaps of imagination, the metaphors and lateral re-framings of a situation, the judo moves that turn an intractably stuck problem into something thrilling, and with great potential for change. Chris Fremantle’s essay “Making Poetry to Invent Policy” offers some reflections on this.

(NB – Connected to this, and very much in the tradition of the Harrison Studio, is the work of Metabolic Studio in Los Angeles – their Bending the River project is in it for the long haul!)

Helen and Newton were a married couple who collaborated for at least fifty years. Kim and I are friends and colleagues rather than a couple, but something that I learned from the Harrisons was that you can be an artist duo or group and still maintain distinct voices. Their Lagoon Cycle (and many other works) incorporated dialogues which dramatised the social and environmental problems that were an integral part of the project. They did not smooth these problems over with a unified voice which swept disagreement and glitches under the carpet. You can hear them bickering in some of these dialogues (in a thoughtful, poetic way).

Following the Harrisons, at times Kim and I have played around with a similar dialogical format for thinking through the unresolvable dilemmas that characterise socially-engaged art with an environmental focus. It’s liberating to remind ourselves that we don’t always have to agree. In fact, the disagreement can be the thing.

Below is a work we made for the 2020 Biennale of Sydney, entitled The Growing Up Hub“. Click on the image to see it larger and read the dialogue. You can read a reflection on this piece and its connection to the Harrisons here.

plastic free dialogue image

More on the dialogical nature of this kind of art: I remember that we were intrigued when Newton told us about his and Helen’s method of scheduling “Daily Conversations” as an important part of their working process. Kim and I trialled something similar, particularly during intense periods of working on Sugar vs the Reef?. Anxieties: would the crops grow, and would they grow in time, and would a cyclone wipe out the whole project, and would our collaborators quit on us, and would our hosts continue to support us? Adapting the Harrisons’ daily conversational ritual helped us to stay a little more level-headed during stressful times, to face the anxieties that are integral to complex socially engaged artworks, rather than simply wishing them gone.

I want to finish with three valuable principles from Newton and Helen. Once again, these are examples of the “reframing” tactics at which they excelled. All three of these principles continue to challenge me in my ongoing work.

1 Working by invitation.
On page 64 of their Force Majeure book, the Harrisons talk about the moment (in 1976!) when they “invented their fundamental contract”:

We would go to a place only by invitation; we would accept an invitation only if it included some means for networking into a larger community; we would agree only to go for a week or two at first, to think and research. To earn our way we would sing for our supper, so to speak, by speaking or performing. If an idea of consequence to us came forward, we would present it, and if funding and interest arose, we would enact and evolve whatever concept emerged. We took for granted that the work would be eco-political in nature because that is who we were as artists. We also took for granted that simply having the opportunity to make the proposals would not be enough to cause them to be enacted.

2Ecosystem as client.
While the “business name” Harrison Studio, and their way of operating, meant that they presented themselves to the world somehow like a design firm, the Harrisons always maintained that their main client was the ecosystem. This relationality with entities that go beyond the human continued right up until Newton’s death. Towards the end, it seemed to me, things had moved beyond a “client” and “service provider” relationship, towards … something more. I was particularly affected by the dialogue he had with the Mediterranean Sea in this beautiful video. And as recently as July, when Newton posted on facebook about his pancreatic cancer, he published a moving dialogue with the lifeweb.

3The Ennobling Principle.
The Harrisons sometimes described the scale at which they operated as “worldscapes”. When attempting to interact with worldscapes, they urged, any resolution of a problem must be ennobling of both people and place. There is a fundamental ethics here. Big moves are required to face the Force Majeure; and at the same time, solutions cannot ride roughshod over place and people. Means and ends must align:

Worldscapes are problems with global reach that have three properties: They refer to complex systems for which single cause and effect solutions are ineffectual. The problem itself reveals the disciplines required for resolution as well as determining how deeply the people involved must engage these disciplines. Multiple feedback loops are inherently part of the process. Any resolution both ennobles the place in question and the people at work.

Farewell Newton. You and Helen gave the world so much: we have a rich archive of your stories and documents to build from; we have a strong set of working principles to guide and provoke our ongoing work; and we have your voices of encouragement to keep at it.


On Newton’s facebook page you can read hundreds of tributes to him and Helen from community around the world.

CAOS201 – Social Intersections

caos201 flyer 2022

Join us for Social Intersections CAOS201 in Autumn 2022, an “open studio” contemporary arts subject at University of Wollongong.

“Open Studio” means that anyone across the entire university can enrol, as long as you are currently at second or third year undergraduate level.

No prior experience or pre-requisites needed.

TIMETABLE:
Tuesdays 130pm-530pm

About Social Intersections CAOS201
This subject explores how creative practice can engage with social forms and processes. Students participate in activities which playfully draw attention to the “normal” routines of everyday life, and learn about the history of relational and socially engaged art practices.

Plenty of field trips, guest artists and out-of-classroom experiences.

This is a fun subject with a small group of students. The subject is led practicing artists working in this important growing field.

Topics covered:
Art and the Social
Walking as art Mapping social structures
Allan Kaprow’s Happenings and Activities
Mindful/absurd Toothbrushing
Modes of Engagement (Antagonism-vs-Amelioration; “The Artist as…”)
Art and the Everyday
Psychogeography
Art and Play
Creating play spaces
Re-working Work
Observation and Documentation
Modelling the Social (Relational Aesthetics)
Script-Performance-Event
Ethics of Engagement
Collaboration in the creative arts

Assessment Tasks:

Task 1: Activity Exercise – (aka “making things weird”) – experiment with an ordinary activity in the flow of your everyday life. 

Task 2: Walking Exercise -experiment with walking as a performative, embodied, social form of artmaking.

Task 3: Intersections Project – collaborate with 2-3 students on a self-devised project which engages in the public sphere around art and the social. This activity will be accompanied by a collaborative public celebration event. 

Haiku and Socially Engaged Art

This week I was invited to participate in a one day public forum entitled “Live Art, Social & Community Engagement: Methodologies of Practice” at UNSW, convened by Stephanie Springger and Lenine Bourke.

Here’s how it worked:

In the morning, 5 artists gave brief presentations addressing key questions about the ethics and aesthetics of socially engaged art, community art, etc (the naming of these practices was also in question).

These artists were Leuli Eshragi, Latai Taumoepeau, Rosie Dennis, Cigdem Aydemir, and Lauren Booker, and their presentations were moderated by Francis Maravillas.

After lunch, each of the speakers was teamed up with a “live writer”. The live writers included Jennifer Hamilton, Rebecca Conroy, Keg de Souza, Astrid Lorange, and Lucas Ihlein. About 40 people were in attendance – from what I could gather, mainly artists, students, and curators. Around each pairing of speaker + live writer there was a breakout group to flesh out some of the salient points from the morning’s discussion.

The speaker led the small workshop discussion and the live writer used whatever method s/he felt most useful to map, transcribe, document etc what went on in the discussion. I was teamed up with Latai Taumoepeau, and our allocated theme was “class, negotiation and power”.

Many times in these kinds of events, I’ve used diagrams and mindmaps as a tool to make sense of the complexity of the discussion. However, this time I decided to try something different, proposing to use the Haiku form as a way to engage in live writing.

My previous experience with Haiku is minimal. I’m a fan of the great Japanese Haiku-ist Basho, and his “Oku no Hosomichi” aka “Narrow Road to the Deep North“. And I enjoyed John Cage’s translation of Basho’s Mushroom Haiku.

On the train up to the forum, I listened to a podcast I found by googling “socially engaged art” and “haiku”. It was by John Paul Lederach, and it was called “The Art of Haiku and the Soul of Peacebuilding”. Lederach is a “peacebuilder” who sometimes travels to places of deep conflict, and sits down with people to assist with the reconciliation process. In his talk, he says that he sometimes finds the Haiku form useful in crystallising complex ideas without requiring closure.

I found Lederach’s ideas inspiring, particularly his thoughts on the relationship between complexity and simplicity. He quotes a poem from Oliver Wendal Holmes Jnr:

I would not give a fig for the simplicity on this side of complexity
But I would give my life for the simplicity on the other side of complexity.

I found this interesting – often in my mindmaps and diagrams, I create an image of complexity. The graphic squiggles and vector lines are sometimes useful in explaining the intractable stuckness of a complex multi-stakeholder situation. But the Haiku has the potential to travel through this complexity “to the other side”.

What, Lederach asks, is simplicity on the other side of complexity? It’s a way of “finding the essence, while holding the complexity, and living into places that we don’t fully understand”. For Lederach, the Haiku can be a way of doing this. If the diagram breaks things down, the Haiku is about putting things together. He describes how sometimes he is able to practice a form of deep attentive listening at multi-party negotiations, where different positions are at odds with one another. At some point in the proceedings, somebody will say something which seems to rise with clarity from all the words. The Haiku at this moment writes itself. Then Lederach, when the time is right, reads the Haiku back to the group – and this is sometimes able to catalyse a deeper understanding within the group of the current dynamics of the relationship.

Back to the present. In our group discussion there were five of us: Latai, Pedro, Stella, Pippa and I. Francis and Stephanie also popped in briefly at different points. We didn’t even try to stick to the assigned subject of “class, negotiation and power”. If these issues were addressed it was part of an organic evolving conversation which was warm, probably assisted by the fact that there were only 5 of us.

Latai began by talking about some performances she has been doing – with fake spray-tan (at Gallery 4A in Sydney) and with white zinc cream (at the Hong Kong Basel Art Fair). She spoke about her choices of these darkening and lightening agents and their culturally specific meanings. While she spoke, I wrote my first haiku. A bit overwrought, but you’ve got to start somewhere:

What is light on one
Background can become very
dark on another.

While working on her spray-tan project, Latai had struck up a friendship with the proprietor of one particular company, “Black Magic”, who was so intrigued he decided to become a sponsor of the project:

Black Magic Spray Tan
Application by machine:
Darker and Darker.

Continuing her exploration of cultural identity and skin coloration, Latai told us how back in Tonga where she is “from”, her family members criticised her for being “too dark”. Perhaps it was the residue from her Spray Tan performance that made her darker, I can’t remember. Whatever the reason, her darker skin was regarded as being at odds with her privileged social status in the local community. Dark skin is associated with labourers and agricultural workers:

Skin colour darkens.
Relatives chastise me for
shellfishing all day.

Our conversation shifted to the Hong Kong Art Fair version of the work, where she used white zinc cream instead of spray tan – partly because of health and safety issues (the spray machine was not considered acceptable for the atmosphere of the indoor art fair environment). Latai didn’t know how to prepare for interacting with people in this strange setting:

Art fair audience:
How do they read all this stuff
Out of its context?

The audience for her work, Latai said, often shapes the kinds of performances she does. Sometimes, as a Pacific Islander, she receives invitations to perform in public under what she feels is an “anthropological gaze”. In these situations, she responds by performing unexpectedly – not merely doing a “nice ethnic dance”, but rolling herself up in long sheets of ceremonial cloth, writhing around, unravelling herself and

Fucking with my own
Material Culture. Fuck
Anthropologists!

At this point in the workshop, the other members of our group introduced ourselves. Stella, an artist and a recent masters graduate, is originally from Taiwan. In Taiwan, she told us, children are given English names. They do not get to choose. She was allocated “Betty”:

Taiwanese Betty.
Names distributed by force:
Betty for three years.

After three years, “Betty” decided to take the power back:

Recolonising
My own name. I choose Stella:
New identity.

Stella goes on:

Shared language shapes our
Collective memory. We
Can decolonise!

In her discussion of Taiwan, Stella mentions its other name: Formosa. I asked her about where that name came from, and what it means:

“Beautiful Island”.
Portuguese passing by shout
Out “Formosa Ho!”

Pippa, who works with the company Performing Lines, told us how she’d been in the UK for 14 years. She loves the context of “community art”, despite the fact that as a category of practice, it has been marginalised by the mainstream contemporary art world (this had been one of the contentious issues to come up in the plenary session of the morning):

Community Art.
Proudly looked down upon by
Snobbish Avant-Garde.

Pippa also made a strong case for consistency of language. She urged us to align the words we use in funding applications with the words we might use “on the ground” while doing community engaged projects. Too often, she said,

Funding proposals
Become marketing copy:
Bewildered people.

Pippa also argued that thousands of useful dollars get swallowed up when organisations have to pay large rents, and proposed that government funding should not be able to be spent on real estate:

Money should go to
People and Artists and not
To Bricks and Mortar.

This led to a discussion about how so many arts workers are chronically underpaid: clearly not a good thing. On the other hand, working beyond remuneration can sometimes generate more joy, because the time spent is not associated with a “job” and its demands for measurable outcomes. Questions arise:

Volunteerism:
Pleasure or exploitation?
And sub-contracting?

Pedro, who words for 4A Centre for Contemporary Art, had a lot to say about all of this. One of his main questions to me was about how as an artist I deal with the power and influence of the institution (in my case, embodied by my job at a university). It’s not an easy problem to negotiate – because when I’m embedded within an institution, potential projects tend to rise to the top of the pile only when they attract funding (whereas in my pre-institutionalised past I would have just done them “for free”). My response:

Institutional-
isation is a virus:
How to immunise?

Word and Image

The following are some notes for guest lecture for UOW subject “Word and Image”, September 16 2015.

Well-known works of experimental film and sound art:

  • Michael Snow, So is This – film consisting entirely of words on screen, one word at a time. Temporal spacing of words creates drama and “characterisation”.
  • Hollis Frampton, Zorn’s Lemma – “found typography” alphabet progressively replaced by moving image substitutions. Duration more than an hour! A form of brain training?
  • Paul Sharits, Word Movie – simultaneous heard-words, and seen-words. How do we process this information?
  • Alvin Lucier, I am sitting in a room – words begin as information, progressively decay to reveal the resonant frequency of the room (music?).
  • John Smith, The Girl Chewing Gum – “In The Girl Chewing Gum a commanding voice over appears to direct the action in a busy London street. As the instructions become more absurd and fantasised, we realise that the supposed director (not the shot) is fictional; he only describes – not prescribes – the events that take place before him. (quote from A.L. Rees, A Directory of British Film & Video Artists, 1995)

Text-dependent artworks:

Book on text and art:

Some of my own projects which use words:

  • Bilateral Petersham – blog which embodies the experiences of 2 months of being “artist in residence in my own suburb” – approx 80,000 words. Presented in gallery exhibition as long bench with pages printed out, visitors assemble own book.
  • Yeomans Project – project investigating agriculture in Australia. Blog stories from experiences 2011-13 edited and published as a newspaper. Prints in gallery contain text as mneumonic/didactic devices.
  • SHELVE – made out of wood, hand cut with jigsaw.
  • Environmental Audit – words in conversations with museum staff and visitors become content for blog storytelling. Complex relationships mapped out in diagrammatic form, as prints and on blackboards.
  • Event for Touristic Sites – national stereotypes stencilled onto white t-shirts. Interactions with tourists in touristic sites. Tourists choose a shirt and pose for a photo. Discussions with participants about ‘veracity’ of the various stereotypes.
  • Various one-off prints using text:
    Bundanon Print (The Feral Amongst Us); The Underground; Adelaide Garbage Map.

….
also – Gysin and Burroughs’ cut ups; Lauren Brown’s listening lists; Adrien Piper’s text-cards for social events; Carolee Schneeman’s Interior Scroll; FLUXUS artists’ use of the “event-score”…

Productive Anonymity

The ability to experiment without much at stake except your own process of discovery… time to think and to not think; to look at art; to waste on dead-end art projects that no one will ever see again and that your best friends may remember better than you will … the ability to do things with just enough attention to make you feel like you are part of a world and can go forward, but not so much that your gesture becomes a trademark and a creative prison.

Artist Mira Schor, from an article on The Brooklyn Rail, Feb 2013.
Quoted in the book The Art of Critical Making, in conversation by Patricia C. Phillips, with Silvia Acosta, Daniel Lefcourt, Andrew Raftery, Kevin Zucker, Cas Holman (all staff at the Rhode Island School of Design (RISD)).

Workplace Relations: The Allan Kaprow Papers

kaprow compositions book from the 1940s

Allan Kaprow – University lecture notebook from the 1940s (Getty Archive)

I’m in Vancouver right now. Recently Lizzie, Albie and I visited L.A., San Diego, San Francisco, and Portland. I’m pursuing the intersections between socially engaged art practice (and its pre-histories) and environmental management situations, as I try to work out how best to press on with Sugar vs the Reef.

In L.A., the Getty squeezed me in for a preview of some of Allan Kaprow’s archives which are housed there. I wasn’t able to spend days and days rummaging through Kaprows’ stuff, so it was more of a “triage”, to work out whether it’s worth coming back for a longer visit.

And it would be worth it for sure. Here’s a brief excerpt from the spiel about the Kaprow Papers:

The Allan Kaprow Papers offer comprehensive documentation of an artistic career that spanned the latter half of the 20th century and continues into the 21st. Arranged chronologically so as to demonstrate the artist’s passage from student of art and art history to practicing artist, art theorist and art educator, the collection contains drawings, term papers and notebooks from Kaprow’s student days, followed by ca. 250 Project Files, comprising the complete extant documentation of Kaprow’s Environments, Happenings, and Activities.

There’s loads of stuff in there that hasn’t seen the public light of day, not to my knowledge at least – including many video tapes documenting Happenings, and unedited audio tapes from Kaprow’s public talks and lectures.
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Does postgraduate study make for better art?

At the ACUADS conference a few weeks back, the final panel discussion tackled this question:

“What impact are higher degree research programs having on emerging trends and themes in contemporary art?”

There were some interesting responses from the panel which included Tony Bond, Rebecca Coates, Chris McAuliffe, and Kate Daw. But nobody seemed to answer the question in the very literal way I wanted it answered. So I threw a more specific and perhaps reductive question to the panel:

“Do artists who complete PhDs produce better art than they did before?”

(M’colleague Maria Miranda has gone on an interesting excursion with this question at her blog, over here.)

After much humming and harring, the panel produced no real consensus – but if anything, the answer did seem to be tending towards the negative: “No – PhDs in creative practice do not lead to discernably better artists, nor the production of better artworks”. I shouldn’t have been surprised, but really I was a bit shocked (I feel naive even writing that here). So, at the risk of cementing my position as a naive utopianist, here’s my opening gambit:

Surely one of the fundamental reasons for the existence of creative practice based PhDs should be that they result in better artworks. Surely? If not, then what’s the point?
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Lucas Ihlein – Philosophy of Teaching

The following text was written up for two reasons. First, I was invited to be an external “Artist-Teacher” for Carrie Ramig, an MFA student from Vermont College of Art in USA. The college required me to submit a “philosophy of teaching” statement. (A what?)

And second, I’ve been enrolled in a “University Learning and Teaching” (ULT) subject at University of Wollongong – theory and activities to help improve my teaching practices at tertiary level. This ULT subject also required me to write up a rudimentary “Statement of my Conception of Teaching”.

I’ve tried to put it as clearly as possible – and it doesn’t have much in the way of contemporary educational theory. You could look at this as “where I was at before I read a whole lot about tertiary classroom education and spoiled my innocence” …
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The Pet Sounds Project

I wrote the following post during 2012, on my class blog for MEDIA ARTS 301. I’m transposing it here as it may have broader appeal… It details a collaborative project, involving pigeons, which I am keen to get off the ground, working with media arts students. So far I’ve not found the right class or assignment to slot it into. It could even be carried out with a small group of students who have already graduated, as a pathway project to working collaboratively outside the university context.

dubstep pigeons

Ok, so I want to begin by saying, I have no idea what the term “Dubstep Pigeons” could even mean.

A quick google shows that it’s the name of a live music act in northern England. I imagine that band is probably really good (and I love their logo), but apart from the “music” part, they don’t really have anything to do with this project.

It was Stacey [media arts student 2012] who came up with this term “Dubstep Pigeons” to describe the collaborative “pigeon project” which I’ve been thinking about for over a year now, and which I’ve been muttering about to anyone who will listen, and which I’ve been looking for an opportunity to carry out. But as I say, its relationship to the respected Dubstep flavour of dance music may only be coincidental…

In the blog entry which follows, I’ll outline my vision for the project. Maybe some of you want to get involved as part of your Major Project for semester 1.
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“The Artist as…”

In 2012, together with m’colleague Brogan Bunt, I had the pleasure of creating and teaching a new subject at UOW called “Social Intersections“:

This subject examines how creative practice can engage with social forms and processes.
The aim is to encourage conceptually informed, interdisciplinary practice that reflects upon dimensions of social space and history. Students gain a critical understanding of relevant traditions of creative practice and develop individual and collaborative projects that reconsider the relationship between art and society.

The students did some really interesting projects and we had a bunch of excellent discussions in class about this “new” form of art, which engages with social relations as a material. We had good experiences with getting the students to use blogging to track their own progress throughout the semester.

I’m in the process of archiving the class blog, and clearing the decks so that in 2013, our new batch of students can start filling it up with their work.

I figured that some of the lecture notes from the subject might be more widely useful, so I’m cross-posting them on this here blog. Below I have cut and pasted an entry I wrote under the notional title of “Modes of Engagement”, which was intended to provide a cross-section (albeit incomplete) of ways in which artists might engage with the world, by acting “as” practitioners of other (non-art) disciplines…

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