29 SES 05, Arts-based Research
Today, when thinking in contemporary culture different concepts are connected with: liquid modernity (Bauman, 2002); flatness in networked society (Gielen, 2013:2); the common (Garcés, 2013); transparency (Han, 2013), etc. How do these concepts affect to cultural and educational institutions? How do some institutions react to this here-and-now-always-becoming-and-always-changing?
Live in contemporaneity is not easy for such institutions, more akin with certain concepts like hierarchy, history, tradition, stability or certainty rather than those mentioned above. This is because it requires them new attention, new predisposition. However, it is not an impossible feat considering certain emerging projects focused on put in question the hegemonic model and rethinking themselves as a space of debate and production of inclusive knowledge.
This is the case of european project “Performing the museum”, an initiative of four different museums that aims to generate new thinking and open new practical possibilities on the future of such institutions. The museums participating on the project aim at re-evaluating and rethinking their resources: archives, collections, and working methods, in order to develop their potentials by creating knowledge and connecting to various types of audiences and social concerns.
In that framework, one of these museums, Fundació Antoni Tàpies, contacted with Experimentem amb l’ART, a cultural collective which works in artistic and pedagogical projects, to work on its archive. Both museum and collective are located in Barcelona. Thus born “Institutional fissures in the concept of openness“, an arts-based research about the concept of openness in cultural institutions and tensions and implications it entailed.
For this project, we have worked with two types of institution that constantly need rethinking: the school and the museum. As institutions, they are the result of an illustrated project that defended culture and education as the fundamental rights of citizens. We have selected a public primary school called Escola Dovella and the Fundació Antoni Tàpies as two examples of institutions which are consciously involved in a process of change. This will of change is settled under a concept of openness so that allows them activate actions that require an institutional reordering.
The research was comprised different phases: a first phase of previous research and definition of the topic; a second phase based on choosing the institutions and approaching to them; a third one that we called “diverting the attention”, thought as a public meeting with school and museum and as a closing research with institutions; and finally, a fourth phase of reflection and closure of project.
The communication focuses on third phase of the project, that in itself was a subproject, in which we organized an open journey/tour between two institutions, looking for other manners to organize a final presentation. The aims of “diverting the attention” were understanding it as an opportunity to explore different possibilities of arts-based research, as well as, connecting it with the notion of event as a space of production of knowledge (Atkinson). In this communication we would want to share with audience a case of presentation understood not only as a closed event, but as an open and knowledge-yet-to-come event and how arts-based research helped to carry it on.
Atkinson, D. (n.d.a) The Event of Learning: Politics and Truth in Art and Art Education. Recovered 9 of January 2016 from http://faeb.com.br/livro03/Arquivos/palestras/dennis_atkinson.pdf Atkinson, D. (n.d.b) Pedagogy of the Event. Recovered 9 of January 2016 from http://www.kettlesyard.co.uk/wp-content/uploads/2014/12/onn_atkinson.pdf Barone, T., & Eisner, E. (2012). Arts Based Research. Los Angeles: SAGE Publications. Bauman, Z. (2003). Modernidad líquida. Buenos Aires: Fondo de Cultura Económica de Argentina, S.A. (open in pdf) Gielen, P. (ed.) (2013). Institutional Attitudes. Instituting Art in a Flat World. Amsterdam: Valiz. (introduction in pdf) Garcés, M. (2013). Un mundo común. Barcelona: Ediciona Bellaterra. Han, B-C. (2013). La sociedad de la transparencia. Barcelona: Herder Editorial, S.L. Harris, A., Hunter, M. and Hall, C. (ed.) (2015). Critical Approaches to Arts-Based Research. The e-Journal. Multidisciplinary Journal in the Arts, 5(1). Recovered 9 of January 2016 from http://www.unescomelb.org/volume-5-issue-1 Vidiella, J. (2012). Espacios y políticas culturales de la emoción. Pedagogías de contacto y prácticas de experimentación feministas. In A. Collados y J. Rodrigo (Eds.), Transductores 2. Pedagogías en red y prácticas instituyentes (p. 62-84). Granada: Diputación Provincia de Granada. Vidiella, J. (2007). Performatividad y poder. Políticas de representación e identidad: corporización y performance. Revista DCO, danzacuerpobsesión, 7, 6-8. Recovered 9 of January 2016 from http://www.danza.es/multimedia/revista/performatividad-y-poder-politicas-de
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