Specification : a0.03
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
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Matter |
Method |
Materials |
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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. |
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Testing Site |
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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? |
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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? |
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00.20 present something tangible
