How Can a Video be Turned into a Space of Knowledge?
Author(s):
Natalia Calderón (presenting / submitting)
Conference:
ECER 2014
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES H 10, ICT and Education

Paper Session

Time:
2014-09-02
11:00-12:30
Room:
FPCEUP - 249
Chair:
Philippe Gabriel

Contribution

A story of social spaces for learning through the process of video making.

My doctoral research, titled “Building Knowledge Spaces through Artistic Research Practices”, aims for tracing, identifying and analyzing the social spaces (Lefebvre, 1991; de Cerateau, 1999) that contemporary artistic practices construct. Based on approaches to the pedagogical of Ellsworth (2005) and Hernandez (2008; 2014) I sustain the pedagogical to be a social learning relation that can happen away form scholar or academic environments. In this case contemporary artistic practices such as the project “La Síndrome de Sherwood” form the artist Núria Güell and the curator Oriol Fontdevilla helped me contextualize these pedagogical relations to tauten knowledge production through art.

My proposal for ECER contribution will focus in one part of my doctoral research where I had used drawing, installation and video as artistic tools to converse with Núria and Oriol about the knowledge they had produced through their own practices. At the same time that Núria and Oriol are tracing and narrating their own experience, we, Núria, Oriol and I are creating together another space out of new pedagogical relations. The process of the video making (setting, installation, performance, drawing, editing, presentation) narrates through visual and artistic means the embodied and situated creation of thoughts. (Arlander, 2013)

Knowledge production in contemporary artistic practices is valued to be the mandatory condition that Artistic Research demands. As this field has been precautious in not fixing artistic inquiry into a model or defined method, Slager will prevent of speaking from a general and universal perspective and will enforce to talk in a sensible way from the practice of a concrete project (2012). In my project together with Núria and Oriol, we traced and document in a meaningful way the spaces that result form our learning through the practice of art. The narration of this process is collected in the written story of my dissertation, and in the video itself.

Method

My current investigation uses Artistic Research (Arlander, 2013; Borgdroff, 2011; Elkins, 2009; Slager, 2012) as the core for my methodological approach. Based on my artistic practice I had developed tools and tactics to explore the questions I study. Artistic reflection i.e. the concept of site specificity (Kwon, 2002) Artistic Research has turned my artistic practice form a representative process to a inquire venture. My interests in urban space and social fabric guided my eager to learn the relation between individual bodies and social space. The imprints that personal interventions let and therefore constructed space, where the focus of artistic project. Hence, my artistic practice has turned into way of learning. In the other hand, and as must of artistic researches do, I had adopted tools from ethnography and visual ethnography (Pink, 2001) to track and narrate the process in which at the same time I am an active agent and interpreter of the situations. Image and video narrative enhance the spectrum of possibilities for the mentionable and therefore for creation.

Expected Outcomes

I use this process of video making not only as a methodology for visual representation and production of meaning, but as a reflexive inquire that reveals learning social relations. This communication will reflect on how Artistic Research can lead a pedagogical investigation to analyze visually and artistically the epistemological approaches we have weaved within our contexts. The process of video making that I had experienced, submerged in Artistic Research, is composed by a series of meaningful decisions (set-up, cameras, framing, timing, editing, sound, display) that are the determinative factors that must be questioned and unfold both in the video narrative and through the written dissertation. Video, or other artistic means to investigate will nourish research fields to open up new spaces for learning and relating to our contexts.

References

- Annette Arlander, (interview) November 13, 2013 Kuvataideakatemia, Helsinki - Benjamin, Walter (2003) La obra de arte en la era de la reproductibilidad técnica. México: Ítaca. - Borgdorff, Henk (2011) “The Production of Knowledge in Artistic Research" in Michael Biggs & Henrik Karlsson (eds.) The Routledge Companion to Research in the Arts, Routledge, 44-63. - Bourriaud, Nicolas (2009) Postroducción. Buenos Aires: Adriana Hidalgo Editora - Caduff, Corina; Tan Wälchli.(ed. ) (2010) Art and Artistic Research. - Calderón, Natalia (2010) “Intimate Imprints on Public Space” en Slager, Henk (ed.) MaHKUzine #8. Jorurnal of Artistic Research. Epistemic Encounters. Utrecht: Utrecht School of the Arts. - Certeau, Michel de (2000) La invención de lo cotidiano. México: Universidad Iberoamericana. - Dombois, Florian et al (Ed.) (2012) Intellectual Birdhouse. Art Practice as Research. London: Koening Books - Deleuze, Gilles & Félix Guattari (2003) Rizoma (Introducción) Valencia: Pre-textos. - Ellsworth, Elizabeth (2005) Places of learning: media, architecture, pedagogy. New York and London: Routledge - Elkins, James (ed.) (2009) Artists with PhDs. On the new Doctoral Degree in Studio Art. Washington, DC: New Academia Publishing - Gergen, Kenneth J. & Mary Gergen (2011) Reflexiones sobre la construcción social. Madrid: Paidós - Hernández, Fernando (2006) “Campos, temas y metodologías para la investigación relacionada con las artes” en Bases para un debate sobre investigación artística. Madrid: Ministerio de educación y ciencia. (2014) “As pedagogias de cultura visual: Fazendo diferença na arte/educação” In: Duarte Pillotto, Silvia Sell; Ribas Diefenthaler Bohn, Letícia (eds.). Arte/educação: ensinar e aprender no ensino básico. Joinville, Brasil: editora Univille - Lefebvre, Henri (1991) The Production of Space. London: Blackwell Publishers - Pink, Sarah (2001) Doing Visual Ethnography. London: Sage - Kwon, Miwon (2002) One Place After Another: Site –Specific Art and Location Identity. Massachusetts: MIT Press - Slager, Henk. (2012) The Pleasure of Research. Helsinki: Finnish Academy of Fine Arts

Author Information

Natalia Calderón (presenting / submitting)
Universitat de Barcelona
Pedagogías Culturales
México DF

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