testing boundaries

Final submission

My submission for MA 2 is defined by three sections.

Sparse Collisions:

three book forms and a collision diptych

Exploring the notions of constancy, materiality and collision.

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Dense Collisions:

a book form, two diptychs, four videos (two have an accompanying drawing)

Tactility, space, repetition and fracturing

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Language Collisions:

A book of poetry in digital format, two videos.

Violence and texture of language, repetition, pause, motion.

The poetry book:

I feel that although separating seems counterintuitive for cohesion, these varied paths make a lot more sense over the whole practice. It defines and clarifies the intentions behind, the search for weight, for space, and for interpretation.

I felt that a cohesion appear when I completed a rewrite of my artist statement for the year. I complete a minimum of one revisit a year although it has been more the past few year due to submissions to programs and exhibitions. I really enjoy this process as it helps clarify the practice in my own mind, identifies the key elements and points of passion.

Statement 2019







My practice explores the ways in which every-day rhythmic collisions provide opportunity. The overall aim of the practice is to explore the boundaries between awkwardness, manageability, quietness and the containment of collisions. Fixated on reoccurring compositions within my work, I studied commercial textile techniques; creating work using techniques that had replication inherent in their processes such a weaving, printmaking and embroidery, embedding my practice in materiality and tactility.







Working through these repetitive processes that produce singular outcomes, I was intrigued by the monotony that leads to a conclusion. Reflecting on how humans transmute routine to accommodate changes of circumstance, and how the minute collisions provoke disparate reactions and actions in people, I aimed to capture the gradual decline of routine through the repetitive cycles of discipline and disruption.







My current research augments this conundrum involving tactility, consumption and time. I’m currently working between handheld artworks that challenge the audience’s security in viewing, and a larger, more immersive practice utilising projection. Interestingly I am most inspired by the concepts behind the work of installation artists James Turrell (Deer Shelter Skyspace, 2006), Miroslaw Balka (How It Is, 2009) and Olafur Eliasson (The Weather Project, 2003). Their works promote a state of meditative contemplation in a communal viewing space and are best observed over a length of time due to the artists use space and light. They raise questions about public space; creating collectivity while maintaining individuality. They coerce the viewer into relinquishing time, breaking routine and halting motion while consuming the work.

Sent with submission

In the Karin Mamma Andersson video from Articulations and Intersection she discusses that the artist is innate in the work, that there is always an element of subjectivity. I agree with this, I am entwined with my work, I have a need to create it and it comes from a passion. What the drives the work forward is the community of knowledge that I access to discover more, the thoughts of those before me and those along side me. The work does take a life of its own, my job it to allow its voice to be heard and not over shadowed by my hand. I feel I have come some way to embracing that this year, to allow hints of myself into the work while still allowing it to stand alone.

19-20th April 2019: Dawaran Music fest, Ras Al Khaimah, UAE

I took a leap of faith and stepped out of my comfort zone. I had a contact at a music festival I was attending. I reached out and made a suggestion that I bring along my tine projector and play my video in one of the chillout tents, would that be okay?

The chill out tent I had proposed

He said he'd inquire for me...fast forward to the next day and I've been offered a 20ft sand dune as a projection surface. I made some calls, manage to borrow a 3300-lumen business projector, my husbands work laptop and pull together my previous video works on to memory sticks.

The set up was simple a seamless, this part of the art process gives me anxiety so happy when it works well.

Children climbing the dune.

From the bottom of the projection

The angle of the dune was fairly steep

My initial video choice was the one designed for the project, making and made, however, I only played this for about an hour as it was slow in comparison to the music and didn't fit well with the environment. I had a couple of interactions with it, a few asked questions but it was largely ignored. I proceeded to rotate between Wrote, Fractured Forms and Collage, each playing at x2 original speed. These all garnered interest, plenty of interaction and fabulous feedback. My ego was well and truly boosted.

Fractured form stop go x2 speed

Drop collage stop go x2 speed

On the visual side, the organisers were extremely happy with my activation, they commented on the refreshing nature of my analogue visuals as opposed to the 'usual digital art stuff' and that it complemented their aesthetic. They would be interested in working with me in future.

The participants loved it, they utilised the projector to immerse their forms into the artwork, dancing in front of it to create shadow forms, creating their own performance pieces. This changed my canvas to their bodies as they moved in front of the work and gave a living dimension to it. The work was constantly repeating but their movements were erratic and unpredictable.

The sand dune made a surprising good projection surface. A wonderfully surprising outcome occurred when projecting the piece 'Wrote', at the large scale and increased speed it was extremely readable and had a element of projection mapping. As the surface was the same as the video it gave the illusion of the words being etched in to the large sand dune with was on.

In total the works were displayed for 6-7 hours until the laptop battery died (my husband had left the adapter at work, best laid plans and all that!), They had tried to source another computer but everyone had Mac's and the projector would only work with PC.

What have I taken from this?

Wow, what a buzz! Seeing the work at such a arge scale was incredible, it was mesmerising to me and I created it! I found the entire experience inspiring I had not considered that outlet for work. It actually suited the pieces really well and they came accros as considered and fit for purpose. Upon reflectionI also relasied that a lot of my 'go-to' inspiration artsts are those that work with light art or projection, Dan Flavin, James Turrell (mt absoloute love), Jenny Holzer, Olafur Elliasson. The works from these artists have made an impact on me but I have not been able to comment on what it was, preiviously noting aspects like colour, atmospherics of the piece, scaleas reasons. After staging a projection or light piece myself it is about the claiming of teritory, a violence about projecting on to something preexisiting, the object, space or building already has a label, an owner or disgnation and the projections, frame or light piece then claims it without damage, framing it and confining it with the artwork, laying a stamp or signiture that is removed without trace.

My work possessed a part of that desert, that festival, the music and the audience. It then claimed them further when they moved in to it. It felt like an extension to the way the work, the patterns, claim me, they way it overtakes my thoughts and my time. The work claims me through the making, then claims the space through the projection.

https://vimeo.com/340555329

https://vimeo.com/340555233

So at the moment I have work looking at constancy, and work looking at possession/occupation, both works involve the aspect of collision, of either materiality or site.

Some off-the-cuff notes I made while writing the above piece and talking to a friend:

https://en.m.wikipedia.org/wiki/Light_art

An epiphany moment?! It lists James Turrell and Dan Flavin.... my favs

Is this a thing? Is this what I’ve been working towards?!

Projection mapping? If you think about all the things I’ve been mesmerised by....

I’ve even called my daughter Dawn for Christ sake!

Holy shit

I feel like I’m going to vomit with excitement and nerves.

This feels like a turning point but my brain has kicked in and is listing all the stuff I need to learn!

Mon, 25 March 2019, Enquiry Testing your boundaries

Testing your Boundaries, group 2 - LB

When: Mon, 25 March 2019, 5pm – 7pm

Testing Boundaries

Group Critique

Work so far...

To test the boundaries they need to first be defined:

What are my boundaries:

This project, the physicality of contacting people - phone conversations make me feel sick, I get nervous at public speaking and I am not confident in my work, I sometimes feel like being an artist is a copout and I don't fully believe in myself or my work. I undervalue myself and am not very good at ‘putting myself out there’. (Eek!) Easily intimidated and compare myself to others to my own discouragement. I commonly think that if someone is doing something similar I should probably give up as its already been covered

So the limits of my work at the beginning of the project:

  • My work has been exhibited in gallery spaces - group shows
  • Work is traditional media - textiles, ceramic, paper
  • Largely concept - based on scope of people and routine - philosophy led
  • Audience is the arts community - friends rarely come as I don't invite them.

How to test the boundaries:

  • Work in new media
  • Exhibit work outside the gallery space
  • Rework concept, what am I actually exploring?
  • Find a new audience - an unwitting one? One that knows me but not my work? Invite friends to exhibition openings.

So what did I do?

It doesn’t feel like much (which makes me question my expectations of myself):

  • I performed a drawing work in class around students as they worked - this was projected onto the wall using the visualizer

My drawing performance for the students. I utilized the visualizer on my desk and the projector. (disclaimer: this is not the original piece, I forgot to take a photo of it in the set up so I printed a photo of it so I could do this! haha! )

  • I made video works and then submitted one of these for a group show

https://vimeo.com/304603717


This was initially a poem, I have felt unsure about including my writing as part of my practice but at this point it didn’t feel like a had a choice.
The work became a video as I waited for my colleagues to submit their texts, I advanced my piece to performance.
It is part of the Tashkeel group show Play, which opened on 12/03/2019. While the setting is the same as previous work, the audience for videos works differ somewhat.

T

  • I submitted pieces I felt were ‘failures’ to a group show discussing artistic process and the act of failure, I also held workshops around expressive drawing techniques that lead to failures and took part in a panel discussion.

  • I produced a drawing piece during making day, filmed its production, edited it and overlaid it onto the finished piece and projected this in classrooms and public spaces.


The piece in production


Projected in Math during a cover period


Projected discreetly in Art


Projected on the big screen in Art


In the park by a road


Outside the supermarket


A driver stopped to watch


On a villa wall


Next to the liquor store and rider parking

The feedback

Drawing as performance:

When performing the act of drawing in front of students it was mainly awe which is flattering.

It was a useful device to open dialogue about artist expectations, talent vs hard work, process vs product.

They were keen to see the progress, coming in to check each lesson.

Some emulated in their own work, some did not engage with it at all but at that level art is not optional.

A few students used me as an example of why they won’t take art as they were intimidated and felt that they could not keep up with the expectations.

Video work in the gallery:

Those that commented gave congratulations, which is expected at an opening, although felt a little forced. There was not much dialogue. Some were surprised I had submitted a video piece.

In critique with my artist group they only remarked on my hair tie around the wrist and asked I re-shoot without it. The gallery did not require this.

Work in the House of Failure exhibition:

Non-art audience, mainly families and tourists with a keen interest or stumbling upon it. It was part of the SIKKA art fair which is set in the historical district and runs parallel with the Art Dubai fair (commercial).

Hard to understand why it was a failure.

Workshops: most left happy, having created a mass of work that they had fun creating. Many did not take the work.

Video work in a displaced context:

The students: art classes noticed it, it took them time as they were in activities. Most thought it was ‘a ghost’, a couple actually jumped, then they would take a moment and realise it was my hand. They were more confused about where it was coming from. Maths students made no comment and as far as I’m aware only one actually saw it.

The the big projector they noticed it quicker and made connections to my work. They thought it was ‘creepy’ or that I was tracing an existing work. Once I explained they looked a little perplexed but would open a discussion about the concept.

In public, some cars slowed down, many passed without notice. A man in a car watched me set up and watched the video while he waited for his wife. As they drove away they paused in the car in front of it.

One man stood outside of his car, smoking and watched. I took a creepy selfie to capture him! Ha!

What can I take from this?

Video work feels like it's hard done by. I’m guilty of it myself, I will pass by in a gallery due to time constraints or lack of focus. The showing of the video work left me a little empty and also a little embarrassed, like I could have tried harder.

Projecting outside made my work feel insignificant, which actually makes me want to make more work as it really doesn’t matter! People passed by but were not interested. Some noticed and paused. A couple of guys hung around by a car and watched. It wasn’t important though and I questioned what I was expecting. Did I think that the road would come to a standstill and I would be heralded a genius? Of course not. Did I think some might stop and question? Maybe, but did I need that? I was self-conscious, I felt guilty taking over a wall that wasn’t mine, I felt self aware, like I was flashing too much skin on the side of the road.

Performance felt similar but as I was fully present it offered more dialogue, more interaction. I was intrigued by the assumed unattainability of the outcome and how many perceived it as ‘talent’ rather than learned skill.

The display of ‘failure’ produced some dialogue, this was mainly from non-artist audience claiming that even the failures were better than their skill base. They felt like the failure was token, or that it should not be discussed adn we should be more positive. This left me feeling frustrated.

The development of concept/context:

Feels less strained. It is flowing a little easier. I’m reinvigorated and keen to work, frustrated by time management and non-masters commitments. I am concerned about it form of the drawings and whether the abstract lines/shape/forms need to be justified or whether I can continue with them. The constraint of the linear forms feels necessary for the exploration of collision between process and product. I feel that organic forms distract the focus from the materiality of drawing and drawn, that the abstract is needed to allow the collision to take place.

The boundary of making and made is now being tested. How is it viewed and perceived by an audience, how much does education play a part in the perception of process and product? Can process and product exist at the same time? Although process will always be in reflection of the product as the work is deemed unfinished if it is still being worked on so it there for ‘in progress’.


Reactions to video in environments

4th March 2019 - year 10 -

It was set up at the beginning of the class, they were aware of my movement across the room but paid no heed to what i was doing. I rested the projector against the wall so the video was displayed on the ceiling. It went unnoticed for the first 15mins, when an interuption to the lesson occurred with other students coming it it was spotted by one female student. She exclaimed at first then proffered her confusion before realising the tablet projector was providing the image. The initial reaction drew the attention of the other classmates who also exclaimed their confusion.

They are a very open group and we're happy to discuss their thoughts. The main thing was where the image was coming from, initially they thought it was a 'ghost' or a mysterious phenomena, they didn't pay much attention to the image other that it was 'some girl drawing' on the ceiling.

We discusssed the video and the conflict of made and making, how it looked like someone tracing something. What it actually was and what I was going to do with it.

5th March - yr 9. - math cover. Out of context of the art room. The students are mostly familiar as I have or do teach them art. One of them noticed when I set up the projector on the teachers desk. No questions were asked. Even when I obviously watched the video myself they did not engage with the projection. It has been playing for 21minutes and they have not reacted.

Monday, 4 Feb 2019 - Enquiry: Testing your Boundaries Tutorials - LB

Enquiry: Testing your Boundaries Tutorials - LB

WhenMonday, 4 Feb 2019

Tutorial documentation for Les Bicknell 04.02.19

Brainstorm of ideas and possibilities:

Poems in a bottle and throw them out to sea - don’t want to contribute to ocean pollution, would have to be biodegradable

Post to random address with a return address of course! - would need postage to be prepaid, what would they do with it? Is there an expectation of participation? How would you feel to have work thrust upon you? - would almost defo have a high failure/non-return rate.

Publish a book/pamphlet - group publication - was in process but has gone quiet. Now to explore my own personal publication. Researching poetry publications and recitals - not sure I’m ready for performance but we’ll see.

Skywriting - if only I had a plane?????? - other options: Drone? Banner? Drone with a banner? Sticker on the side of a plane!

Wrote poems in the toilet - illegal to vandalise property, could be down in chalk pen or something washable, they would only be seen for a short time and then wiped away.

Stickers - distribute - like the AC adverts around Dubai - again could be classed as vandalism. A lot of street artists have ‘tag’ stickers they use - see Fats and Katie Wilson etc.

Put them in pigeon holes - at my work and other peoples? Could I recruit friends to distribute pieces of work like stickers of postcards into their places of work?

Stand in a public place and recite without warning - performance piece - would anyone take notice? Does that matter? Would need to be documented so at least one guaranteed audience member.

Print on a massive banner and hang off the school - the house - neighbours house - a limited audience - school are up for use of some space though.

Postcards for purchase? - gifts. come back to the postage one above. Could place them in the community boards (was that one of Les’s ideas?), or in galleries and exhibitions around Dubai, would need a distraction - guerilla art.

Put it in the school newsletter - limited audience, not sure its the right boundary to test.

Embroidery on to clothes and wear it - or paint on to clothes (Ivanka Trump coat repercussions) or t-shirts and give them out. - labourers - free printed t-shirts - what does that say about me and my work, using my privilege?

Different words on t-shirts and move people about - make a video or a performance in a public place.

Submit a video for open calls - check craft council and art res programmes - a-n website. - from Elaine.

Possible collaboration with friend Ben - graphic design background - the boundary of working with others will be pushed!

Labour camps - reaction
Translate poetry into Hindi and distribute it in al Quoz
What does that contrast say - with regard to privilege?

The business card like the lucky-lucky girls - Tart cards - calling cards - stuck in windows of cars.
Implement on one stretch of road and then collect the next day and count, consider all collected as loved.
What would they say? - Pose a question...  ‘we have collided. Is this art?’ ‘Bring your collisions to me, make me feel something’ ‘Are you able to break me? Let's collide and find out’ ‘You want me, my child wants uni tuition, call now’

A considered pause - I am a card stuck in your window.


What does it need to represent?

Human trafficking
Can we subvert that
Be funny
Without being illegal - defamation

The collision of ideals, lifestyles.

What emotional response do the cards envoke?

Guilt, lust, pity….

17th Jan 2019 - Tart card research and ‘pilgrimage’ to Tecom (now Barsha Heights):

Current drawing practice:

These are A4 graphite:

This is A3 graphite, being completed at work with an audience of pupils each session:

Nice little article written by a researcher:

https://wellcomecollection.org/articles/W6NvHSoAACYA0A72

These are fab and I'm envious that it has already been done like this, although I would not have come up with that idea:

https://www.wallpaper.com/art/sex-issue-type-tart-cards-0#pic_15033

These simply contain examples of 'Tart cards' from various locations:

https://dangerousminds.net/comments/london_calling_a_look_at_vintage_tart_cards_used_by_english_prostitutes

https://www.dissidentreality.com/galleries/tart-cards-prostitute-advertisement-cards/

Notes from the tutorial -

What do I want to gain from the opportunity

Don't make it fit if it doesn’t

Do things that are intriguing -

School news latter - the interest that that audience might have. Giving a visibility.

Use the class - a way in to thinking about challenging and changing

The dialogue is fascinating - enabling other people to see it or hear it - the value of art to evolve the thinking behind it. Give out a piece of work. People can come collect it, a give away of the pieces. Focus the audience into members of staff and the children etc on a daily.

What is success? Would it be the conversation with parents and guardians -

Free art - a political act - you don’t have a choice you have to take this. The conversations that people have.

Educational aspects - have the making projected - can it exist somewhere else? Project on to the windows me making the work. Project on to the windows - in the street the making - - on a street.

Recording the making - projecting it to be viewed - projecting the making on to the work being made. Very exciting - both there and not there - the thing that it is and the thing it will be.

Mark - really knows how to play - not getting arrested! There's a flow and a transgressive element to it - his interventions -

Battle drawing  - tie hands opposite and draw a portrait -

Mon, 14 January 2019 - Work Exchange - Whole MA Cohort

Work exchange - whole cohort experimental session, Caroline, Les and Kimberly.

This session was a first for the MA. Having the new platform for video communication has opened up horizons it seems and our excitable tutors were ready to test it out! The only preparation we had was to expect a package and have some dry art materials to hand. I was impressed by the dedication to getting everyone involved, even the lack of a mail system in the middle east didn't stop them as Les diligently couriered packages to myself, Mozhdeh and Rhoda. We were the last to receive them, and I believe possibly the only ones out of our year group to not accidentally open them.

What are my thoughts:
This envelope contains a piece of work that Les has started, we will be given prompts throughout. the same prompts to produce different outcomes similar to the drawing walk I did at college and do with my own students. It has the potential to feed into all of our practices if we are embedded in our work enough that it shows evidence in this piece. Some of us will hate this task, feeling uncomfortable and frustrated. Some of us will be non-plused about it, and some will love it, thriving in the anticipation and collaboration. I am hoping to thrive, I'm excited. Tired but excited.
What did anticipation feel like? - my anticipation was shorter, or was it? I wanted to receive it, or to open it?

3 things about the act of opening the envelope?
awkward, I'm quite small, tiny hands, it was clumsy to open it on screen.
inquiring, what is in this envelop? what state would it be in?
relief, the burden of a full envelop that is full but has unknown content.

  1. make an aperture
  2. make a screenshot looking through the aperture at the screen

cut an aperture

cut an aperture (image 2)

Text for the reading from Les performed: What makes Argia different from other cities is that it has earth instead of air.
Fill a small bowl or jug with ice cold water and put near the stove.
In that empire, the craft of cartography attained such perfection that the map of a single province covered the space of an entire city
Grease a tin of approx. 30 x 20cm.
and the map of the empire itself an entire province.
Put all the ingredients, apart from the vanilla, into a large, heavy bottomed pan and bring to the boil,
The streets are completely filled with dirt, clay packs the rooms to the ceiling, on every stair another stairway is set in negative,
stirring constantly.
over the roofs of the houses hang layers of rocky terrain like skies with clouds.
In the course of time, these extensive maps were found somehow wanting
Boil for 12-20 minutes, still stirring all the time, until the mixture is golden and,
the College of Cartographers evolved a map of the empire that was of the same scale as the empire and that coincided with it point for point. We do not know if the inhabitants can move about the city,
when a bit is dropped into the water, it turns solid but still squidgy
widening the worm tunnels and the crevices where roots twist:
How long this takes depends on how ferociously it bubbles as well as on the properties and dimensions of the pan.
the dampness destroys people's bodies and they have scant strength;
This is hot work!
everyone is better off remaining still, prone; anyway, it is dark.
The following generations, less attentive to the study of cartography,
came to judge a map of such magnitude cumbersome
From up here, nothing of Argia can be seen;
and quite useless and it was abandoned to the rigours of sun and rain.
When the fudge is at soft-ball stage, very carefully remove the pan from the stove and stir in the vanilla.
In the western deserts, tattered fragments of the map are still to be found sheltering an occasional beast or beggar;
Preferably using an electric whisk beat for about five minutes,
by which time the fudge will have thickened to the texture of stiff peanut butter -
some say, "It's down below there,"
in all the land, no other relic is left of the discipline of geography.
and we can only believe them.
this is quite steamy and strenuous - and pour and push into the prepared tin. Smooth the top as well as you can.
The place is deserted. At night, putting your ear to the ground, you can sometimes hear a door slam.
Put in the fridge to cool, but don't keep it there for more than 2 hours, or it will set too hard, then remove and using a sharp knife, cut into squares.
This is not a geometrically accurate term, as you can see from my cutting skills. - text from Les

My response: squares on the pages - the size of the tin

reaction to reading by Les

consider - what are you listening for? what sticks, how do we react

Text for the reading from Caroline - small agency of worms

Bennett J (2010) Vibrant Matter: a political ecology of things, London: Duke University Press pp 95 The "Small Agency" of Worms

Darwin watched English worms: many, many of them for many, many hours. He watched how they moved, where they went, and what they did, and, most of all, he watched how they made topsoil or "vegetable mould": after digesting "earthly matter," they would deposit the castings at the mouth of their burrows, thus continually bringing to the surface a refined layer of vegetable mould. It is, writes Darwin, “a marvellous reflection that the whole of the . . . mould over any . . . expanse has passed,and will again pass, every few years through the bodies of worms. But the claim with which Darwin ends his Formation of Vegetable Mould through the Actions of Worms with Observations on Their Habits (1881) is not about biology or agronomy but about history: ·Worms have played a more important part in the history of the world than most persons would at first assume”. How do worms make history? They make it by making vegetable mould, which makes possible "seedlings of all kinds; which makes possible an earth hospitable to humans, which makes possible the cultural artifacts, rituals, plans, and endeavours of human history (Mould, 309). Worms also "make history" by preserving the artifacts that humans make: worms protect "for an indefinitely long period every object, not liable to decay, which is dropped 00 the surface of the land, by burying it beneath their castings; a service for which"archaeologists ought to be grateful to worms". Darwin claims that worms inaugurate human culture and then, working alongside people and their endeavours, help preserve what people and worms together have made. Darwin does not claim that worms intend to have this effect so beneficial to humankind, or that any divine intention is at work through them. Rather, that the exertions of worms contribute to human history and culture is the unplanned result of worms acting in conjunction and competition with other (biological, bacterial,chemical, human) agents. Darwin describes the activities of worms as one of many "small agencies" whose "accumulated effects" turn out to be quite big.' It would be consistent with Darwin to say that worms participate in heterogeneous assemblages in which agency has no single locus, no mastermind, but is distributed across a swarm of various and variegated vibrant materialities.'

My response:

Kimberley's text is from 'the prosthetic pedagogy of art -embodied research and practice' by Charles R Garoian - I do not have a copy just a link.

My response - the red line that became an act of frottage is the wax crayon lifted the wood grain from my desk. This was a beautifully serendipitous event as the text refers to a student project in which a piece of wood is sand down to dust, combined with cake batter and then consumed by the critique group in the form of muffins. This moment excited me. The work produced itself and the link was visible but accidental.

Think about how the work is guided, incidental and deliberate or unconsidered.

Student task: create instructions - set up instructions for the object. BREAK OUT GROUP - Bob MA1 and Jon MA3
my suggestion: wear your object while manipulating it for as long as possible.
Their suggestions: Cut it, re-assemble it and turn it around
use the tape
We settle on wearing the object for the rest of the instructions.

Back together - we go first - so we asked everyone to wear it
The next instruction was to create it into an object - most people took it off,
tutors to read every third word from their pieces alternatively - excavating the piece - this was difficult and turned the activity around on to the tutors. we did not create work from this. I continued to wear my piece.
The synchronicity was what was being asked for - regurgitating work, collaborative - for the tutors to partake in, so the task was changed.
The task turned in to the tutors reading a word from the initial text - the instructions were slightly lost on my due to the connection. - Thrive - it was awkward, Caroline said 'abrasive' . the negotiation of practice. process.

Lastly we were asked to do something drastic with the piece, and then put it back together. It was left open for interpretation. I ripped my piece off of my head, in to segments and taped it together in a longer format. It was then attached by the tape, using different tape, to the wall of my studio space.

Mon, 10 December 2018 - Enquiry: Testing your Boundaries begins - LB

Enquiry: Testing your Boundaries begins - LB

Les Bicknell - Testing your boundaries is intense

The work - where will it go, who would i want to see it

might start making new work that fits a different context - exhibiting work in a different context - out of the gallery - my thoughts - a publication or video or online

Reflective journal - document as it will probably fail but it will document the emails, site, installation etc to support thinking

group work - they are there for support - meeting to share, discuss, and respond, giving feedback - we are our own team - not exhibiting with them but supporting each other

The task is December to March - minimum of twice in contact with the group - 

Group 1 - TB, RT, JO, RF, JV

Group 2 - PN, KVW, MC, MZ, EC

Support - tutorials, seminars

Submit - the work, 

reflective writing - 750-1250 words focussed on the information and research around - the site is chosen, its situation, the audience, the decision-making process, the public engagement, a reflection on benefits and disadvantages for your practice - bibliography and Harvard referencing - evaluation of the task

10-12-2018 - intro

7-1-2019 - context

14-01-2019 self organised meeting

21-01-2019 - deadline to send images and text for tutorials to LB

4-02-2018 - tutorial with LB

11-02-2018 - self organised meeting

11-3-2018 - the journal - present the work

25 - 03- 2019 - student presentations

Testing boundaries - 

connections - who do you know?

1 - you - who do you have access to? - friends, family, extended network, what networks are you connected to ? what do they do? Where do they work/play? - curators, project spaces - odd places - opticians, libraries, place you walk past - 

2 - the work - what is your work about? what s it connected to? where do you see work like yours? 

your making - your context - 

social context - making and seeing work always takes place in some form of social context - the time and the place the work is made

audience for work - who is included/excluded/implicated on the way an 'image is produced, circulated, and consumed. - online, books, zines, publications

the role of the audience? do they need to do something? are they making their own work? do they move your work, do they become your team? do they reorganise?

political context - gender- race - ethnicity - sexual orientation - class - disability - religion

specific political issues - space where issues are engaged with

broad political issues

Personal context - biography- the narrative of the self - particular issues, what motivates you? your skills as an artist  - who cares? - what strategies do you use when the work is not going well? How do you relate to the forces that in part condition, what you know and in which you make? - do you have the expression to give someone a voice? become a conduit?

Critical/theoretical context - does your work relate to particular critical debates about contemporary art and design practices? 

particular critical debates

is your work informed by /engaged with/ contesting particular theoretical frameworks?

Historical context - understand how/whether your practice relates to a tradition, with a history - find a l=place that you are extending the lineage - become part of a tradition - 

work that os specific to a particular time

how knowledge relates to periods in time.

Geographical context - local, regional, national, international, global.

is the place where you make the work important to the work? 

do you make your work in relation to a particular place?

studio, home, church, city, rural, the space online, abstracted space.

Institutional context - OCA - MA Course - the course is informing the choices we make - 

your educational background and how that informs

professional background/experience

your family background /experience

What is the role of the institution?

Cultural context - a whole way of life - this relates to all categories - who are we?

more specifically, why where when etc

what activities do you engage with?

Mapping your practice - ant other contexts worth mapping? Importance, Overlapping, Change - evolution of practice - which contexts are under the terms listed

Break out room - talk about the slide  - who do you know? who do you have access to ? what networks do you have access to?

who do you have access to? 

friends, family, extended network….

what networks are you connected to?

what do they do?

where do they work/play?

MZ - PN - KVW - 

PN - english organisations, local art co-op, 

Mz - elevator art - already done

KVW - events company - events organisers - chef - small business owner - cafe owners - engineers on site - airport - art world people: curators, admin, other artists, gallery owners - radio/voice workers - 

Testing boundaries - 

use of existing systems v new systems

presentation - shop windows - waiting rooms, religious spaces, educational spaces, foyers of public spaces - captive audience in an existing group - pieces that will transform lives for a couple of weeks

shop fronts - empty shops - or existing shops - what is sold in the shop?

library - if the work is about text or narrative - 

sport - interaction - play - children - factories - industry - artist placement group - gardens - outdoors - public or private - open houses - open studios - 

change   format  of your work

translation...... scale, materials, projection, publishing, magazine, newspaper artists book, website..... billboard? antipollution - cleaning dirty things with images, grass - projection - projection mapping - Dubai lynx - lecturers

start - research - reflect - what do you offer/want - who = make contact -name  - consider - appropriateness - of opportunity - trust yourself 

Break - 

initial ideas - small groups - pre-mortum

initial ideas - publication - airport exhibition - cafe exhibition - 

flyering of publication - takeaway artworks - in the cafes - colouring for children - placemats - beermats (Les) - restaurant colouring in  - changing the audience to children or making artworks for adults to colour in - have a message and challenge the concept  - PREMORTUM - the group work - the fracturing of the dynamic - solo work keeps me accountable without the reliance of others - finance - demand - design --feedback from Les - text not an issue - adult colouring book - self-publishing 

EC - stickers - back projection in a space - anonymously - post-mortum - littering fine - is there feedback - is it clear in the message  - not finding the right space, working in the proportions, visibility, work not ready to be shown. Guerilla projection? derelict space - anti-social spaces - forcing a conclusion

RF - capture the process of others and their journey of exhibiting the work - marginalisation of others - documenting the process of other artists - limited footfall, pushback from family - 

when do you know you've been successful?

try to learn something - maintain perspective - avoiding 'changing your life' issues and concepts - in a month - start working out who you know and what opportunities you can open.