A digital sketchbook/notebook
This page is a way to archive online based research during the third academic year in the BA Fine Art course.
Being a visual learner I prefer to have an image-based link for my memory to connect concepts and content.
It can also be seen as an online sketchbook.
- DEFINING TERM COLLABORATION IN ART PRACTICE
The methodology of research
Chronology of links and web pages that brought
me to the daily read
THE UNCANNY AS AN AESTHETIC DISCOURSE
"It is only rarely that a psychoanalyst feels impelled to investigate the subject of aesthetics even when aesthetics is understood to mean not merely the theory of beauty, but the theory of the qualities of feeling." (Freud 1991,1)
Unheimlich; sotto | Valeria Medici | 24th August 2020
The material(s) used to make an artwork.
The substances to mix pigments.
This one here is a pertinent quote for my own practice. Ever since I've started my research (2018) I wanted to eliminate the viewer in search for a more intimate a human connection between what I made and who was there before it. Interaction can happen if there is an understanding between the two parts. How can there be an understanding if there is no clear message in the so-called 'artwork"? Isn't this the main issue of contemporary art? The impossibility to read its aims, the purpose of the piece? I'm not interested in the celebration and admiration of my ego. I crave connectivity and social change.
'(...) the dialogic emphasis on experimentation and exploration of meaning through talks seems cogent.'
'(...) dialogic perspectives on learning offer a provocative theoretical disruption. It challenges the assumption of learning as an atomized individualized event which occurs within the individual. It instead situates thought and understanding as something that emerges in the spaces in between individuals. When they are allowed to engage in open and supportive exploratory dialogue. In this sense, a seemingly contained teaching practices bring with them implications which productively trouble some of our core assumptions in Wester educational practice.'
'(...) more productive talk that which is dialogic or exploratory, characterised by an open endedness, it's one in which participants actively co-construct meaning by attending to the detail of arguments without an overwhelming concern with reaching a given endpoint. And in doing so to master the particular language embedded logics of their domains of study.'
ETHONOGRAPHER - Hal Foster | recommended by A. Hewitt