Course seminar defining practice.

assumed knowledge

reflective practice

reflection

in action - (while doing something)

reflection

on action (after you have done it)

ask yourself questions

lots and continuously

why do you make work?

what’s it for?

what do you want from your work?

what do you get from your work?

what is your work about?

who is your audience?

where does the work go?

build reference point(s)

connections

art history

music

dance

writing

general history

geography/place

contemporary practice science

materials and process’s

understand what you work with

become an expert

defining practice

your making - contextual framework

social political

personal

critical/theoretical

historical geographical

institutional cultural

social context

Making and seeing art always takes place in a social context. The way it is seen and how it is seen are culturally constructed.

Audience for work - who is included/excluded/implicated on the ways an image is produced, circulated and consumed

political context

Specific political issue

broad political issue

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

personal contextBiography - narrative of the selfparticular issues - memoriesWhat motivates/ drives you?Your particular skills as an artist/ designer/writer/photographerWhat 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 things?

critical/theoretical context

Does your work relate to particular critical debates about contemporary art and design practices?

Is your work informed by/engaging with/contesting particular theoretical frameworks/issues?

historical context

Understand how/whether your practice relates to a tradition, with a history

How knowledge relates to periods in time.

geographical contextLocal, regional, national, international, global.

Where do you make your work?

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

studio home church city rural cyberspace

institutional context

MA Course - Camberwell

Your educational background/experience

Your professional background/experience

Your family background/experience

cultural context

In it’s broadest sense - ‘a whole way of life’ - this relates to all the other categories.

More specifically, what works of artists, designers, writers, filmmakers, photographers, musicians are important to you and your work - why?

mapping your practice

Any other contexts worth considering?

Importance

Overlapping

change - evolution of practice

why find one?

vacuum moving forward

learning growing

position aspiration

reflective journal

what is a journal?

formatA4, 5, 6, 7, 8

pocket

phone

i pad

a journal is a place for...Recording

thoughts, ideas, observations, things

Reflecting

to gain understanding

Analyzing

to further your learning

Concluding

setting out what you have thought about

what’s in it - actual?written notes

diagrams

drawings

sketches

what’s in it - ideas?personal insight

observations

questions

speculation

the work of others

contentraw

un-thought-out observations

recorded close to the action

think police note book

reflection

stuff you have thought about

connections

notes on the unexpected

questionswhat happened?

why did it happen?

what do I think about this?

what should I do as a result of this?

how do I do this?

how to use itwrite often

note down dates and times

write freely - without hesitation

write down stuff even if its not relevant

Developing your practice/project

what

what interests you?

what

what are your core ideas?

what

why? - consider the evidence

why

why are you doing it?

what

what do you want to achieve?

what are you going to do?

what

title

what

focus on the issues you wish to pursue

identify your learning needs

what

define the scope and nature of the study

identify access and resource issues

how

how are you going to achieve -

• the learning outcomes of the unit?

• your personal learning?

how

how does it relate to the aims and assessment criteria of the unit?

practical

timetable

what can you actually do in the time you are willing to give to the course? – be honest

practical

how much time are you going to give?

timetable

activity 1 2 3 4 5 6 7 8 9

Research

Testing

Sampling

Final pieces

Creating presentation

Presentation

Trip

practical

budget

how much are you willing to spend ?

practical

ability

do you need to learn new skills ?

content

be clear and precise about what it is that you are planning to do

content

think about what you would like to study and how this relates to your practice

how

how do you achieve success?

materials ambition -

what are you going to do?

processes context

audience

work of others what do you

want at the end?

titledescription of what you are interested in.

Course seminar defining practice.

Education

Transcript of Course seminar defining practice.