Specification : a0.03

diagram

Jeder Mensch ein Kanstler, Auf dem Weg zur Freiheitsgestalt des sozialen Organismus. Every person is an artist, on the way to freedom shape the social organism – teaching philosophy. Joseph Beuys Ulmer, Gregory (1985). Applied Grammatology: Post(e)-Pedagogy from Jacques Derrida to Joseph Beuys. Johns Hopkins University Press.

Day 03 6th July 2016

08.34 Poor weather, cold, so a lift in the car with A.D. Note a diverse range of shops at the Forest Road East crossroads, one with the name Frock, in gold leaf – alchemy. Ulmer Gregory on Joseph Beuys How to Explain Pictures to a Dead Hare: Gold leaf, honey, dead hare, felt pad, iron, fir tree, miscellaneous drawings and clothing items – 26 November 1965, Galerie Alfred Schmela, Düsseldorf

Location

Mezzanine 0.15. A faade.

Returning to the east wall (left hand side).  Place eight A3 sheets of connectivity notes using 20mm wide pieces of black tape. Make a recycled cardboard shelf, one end dipped in the grey matt emulsion; the intention to build small 3D diagrammatic structures and place on the shelf.

Procedure 3.01

The Curriculum Project

Mapping together the initial research

3.02 Slates/Chalkboards/Blackboard

Charts as teaching tools

Symbols as teaching tools

The 2D diagrammatic as a teaching tool

Matter

Method

Materials

Adding to the existing researches. In consideration of historical curricula types
The Apprenticeship
The Academy
The Formalist 
The Romantic 
The Conceptual 
The Professional (including curator)
Nicholas Haughton (2004)
The art curriculum: what is it? Where does it come from? Where is it going?
Paper presented at the 4th International CLTAD Conference, New York City, 3rd April 2008

http://www.nicholashoughton.com/writing-page/academic.papers/the.art.curriculum-nm.html

A closer historical reading of the development of an arts curriculum is required. Extending initial thinking
around the authority, physical properties and forms of a curriculum.
Systems for learning:
Collaboration Art as research
Art as information
Co/pan /demi/curriculum
Activist curriculum
An initiated curriculum
A curriculum for risk, failure & contradiction
A found curriculum
A rotating curriculum
A floating, morphing, fluid, interdisciplinary, collective curriculum
Contained indoor wall space.

8 x A3 white 120 gsm landscape paper sheets. handwritten in black 0.25 fineliner
pen.

12mm black insulation tape.

6 notebooks, various dimensions.

1 scribe, with black marker.

P1130079

Testing Site

What where/are the materials for teaching? Physical/Conceptual?

Slates to write on  when, why where? What is blackboard? Does a blackboard convey authority? How is it an instrument for education? How are texts framed? The sound of the griffel on slate. Griffey and a natural sponge attached to string through a hole in the board approx. 30x25cm. Gypsum.

What is a diagram/chart/map?

How do we read a diagram? Further research on diagrammatic teaching practices used at the Bauhaus. Diagrammatic conversations = Beuys.

What is information? Information presented as facts (Mark Cousins AA)

What is a diagram in an educational context? Who authors the diagram? How is diagrammatic information used? Why in this way?

How is the Wall utilised as a diagrammatic entity? What would a curriculum presented as Diagrammatic information look like?

Conclusion to be addressed:

What is the authority of diagrammatic forms? What are the structures and boundaries of an experimental diagrammatic curriculum framework? How do we apply diagrammatic forms (2D to 4D+) to form a curriculum map? Can text, image, and illustration, combine to generate content? How is a diagram received  is it ever permanent and always temporary (shifting)? Who is the author? Are there multiple authors? What are the historical educational precedents for the diagram?

00.20 present something tangible