Research, process and practice final year 10 2 14
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Transcript of Research, process and practice final year 10 2 14
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building a reference point(s)
what do you like about making work?why do you make work?what do you want from your work?what’s your work for?
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building a reference point(s)
what is your work about?where does the work go?who is your audience?
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building connections
art history musicdancewritinggeneral/local/national/global historygeography/placecontemporary practice science
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your making - contextual framework
social political
personal
critical/theoretical
historical geographical
institutional cultural
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geographical
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social context
Making and seeing an image 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
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political context
Specific political issue
broad political issue
gender - race - ethnicity - sexual orientation - class - disability - religion
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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?
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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?
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historical context
Understand how/whether your practice relates to a tradition, with a history
How knowledge relates to periods in time.
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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
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institutional context
MA Course - school of design
Your educational background/experience
Your professional background/experience
Your family background/experience
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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?
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mapping your practice
Any other contexts worth considering?
Importance
Overlapping
change - evolution of practice
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geographical
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If you don’t know where you’re going, how do you know when you get there?
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If you don’t know where you’re going, then it is best to surround a problem in order to solve it.
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If you don’t know where you’re going, then any road will get you there.
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Martin Creed: Work No. 202: Half the air in a given space.
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Louise Bourgeois, The Insomnia Drawings.
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Creed
http://www.tate.org.uk/context-comment/video/tateshots-martin-creed-tate-st-ives
Bourgeois
http://www.youtube.com/watch?v=eiOHA0INiqA
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A B
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A
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A
B
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A
B
B
B
B
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building a research project
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making-thinking
learn
implement
ideation
choose
research
define
prototype
ideation (idea generation) – is the
process of creating new ideas.
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stage 1• finding the need
• begin to wonder – what if...
• could this be better – personal dissatisfaction
• recognising gaps – professional stimulus
• raising questions
• strengths and weaknesses
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stage 2• the identification of a ‘hunch’ – leading to an
identifiable question• so what....the wider significance - why is your
research needed? • how are you going to develop an appropriate
methodology? gathering, generating relevant • what do you hope to gain by undertaking
research?
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stage 3• Initial search for information that supports
your hunch
• Initial feedback – peers
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stage 4• No apparent external rationale – could
the work be too indulgent/idiosyncratic for a research project
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stage 5
• Refocusing the initial proposal based on your discoveries so far
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stage 6
• Mapping the terrain
• Surveying the context – to increase understanding
• Selecting what is relevant – evaluating critically
• Identifying gaps
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Stage 7
• Identifying a question
• Using this to develop a plan
• Aim, objectives, rationale, methodology, projected outcomes and outputs
• Ethics?
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stage 8
• So far
• Planned the journey
• Mapped the terrain
• Located your position
• Now – crossing the terrain
• Modes of transport – methodology and methods
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stage 9 • Interpreting the map
• Evaluate – what is valuable, relevant, significant?
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stage 10 • Conclusion - so what?
• Critical evaluation – making visible
• Identification of future research
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to conclude - research should Be required and relevant – clear – an external, professional
and personal rationale – a need
Be intentional – envisioned, proposed, prepared for, strategic, planned, focused
Be disciplined – rigorous, critical, ordered – it is a structured investigation
Develop a research approach – initiation, context, methods, making findings visible
Be revelatory – contributing new /alternative perspectives and insights
Be public – open to public and future use