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58 Ansichten14 Seiten
ZKM info - http://on1.zkm.de/zkm/stories/storyReader$1524
16.00 - 16.30 Uhr
Prof. Philip Pocock
»Environmental (f)actors : art, audience & education«
A Beuys' Tafelbild reads: "Denken gleich Form". Substitute 'Denken' with 'message' and 'Form' with 'medium' and his equation for art becomes: "The medium is the message", Mcluhan's maxim for global media. Distributed, exhibited and later published, Beuys' chalkboard idea fully intends to break through classroom walls and connect teaching and learning with other spaces for art and social technology. Since cultural contexts precipitate out as types of objects - even subjects – when recontextualization occurs, institutions for 'higher' learning are hard-pressed not to lag or even delay such 'networked', provisional, interdisciplinary, flat-heirarchical approaches to the 'social construction of knowledge' [Barrett] based not on industrial paradigmatic keywords like 'picture' and 'representation' but on digital ones like 'database' and 'connectionism'.
With the nuclear, digital and population bombs having blasted paradigms from 'thingness' to 'isness', from 'material' to 'medial', from 'pictures' to 'data', art and education merge as global media to deal with the fallout. Both art and education are growing 'immaterial' and conceptual research (inter)activities. As such, both fuzz borders between sender(s) and receiver(s), author(s) and audience(s), teacher(s) and learner(s). They do this when their contents - perceptions within an environment - immaterialize and the audience and author(s) collaborate on the construction of knowledge as 'participants'. For the information sectors in a network society, art and education become environmental (f)actors if not environments themselves, through which we navigate and in which we interact and discourse in a quest for producing culture - real and virtual responses to a shared environment. There is great need right now for a new art-as-research curriculum to deal with contemporary issues and projects. I suggest 'Information Art and Technology'. ]
Originaltitel
Environmental (ƒ)actors - Vom Tafelbild ins globalen Datenraum symposium ZKM 2000
ZKM info - http://on1.zkm.de/zkm/stories/storyReader$1524
16.00 - 16.30 Uhr
Prof. Philip Pocock
»Environmental (f)actors : art, audience & education«
A Beuys' Tafelbild reads: "Denken gleich Form". Substitute 'Denken' with 'message' and 'Form' with 'medium' and his equation for art becomes: "The medium is the message", Mcluhan's maxim for global media. Distributed, exhibited and later published, Beuys' chalkboard idea fully intends to break through classroom walls and connect teaching and learning with other spaces for art and social technology. Since cultural contexts precipitate out as types of objects - even subjects – when recontextualization occurs, institutions for 'higher' learning are hard-pressed not to lag or even delay such 'networked', provisional, interdisciplinary, flat-heirarchical approaches to the 'social construction of knowledge' [Barrett] based not on industrial paradigmatic keywords like 'picture' and 'representation' but on digital ones like 'database' and 'connectionism'.
With the nuclear, digital and population bombs having blasted paradigms from 'thingness' to 'isness', from 'material' to 'medial', from 'pictures' to 'data', art and education merge as global media to deal with the fallout. Both art and education are growing 'immaterial' and conceptual research (inter)activities. As such, both fuzz borders between sender(s) and receiver(s), author(s) and audience(s), teacher(s) and learner(s). They do this when their contents - perceptions within an environment - immaterialize and the audience and author(s) collaborate on the construction of knowledge as 'participants'. For the information sectors in a network society, art and education become environmental (f)actors if not environments themselves, through which we navigate and in which we interact and discourse in a quest for producing culture - real and virtual responses to a shared environment. There is great need right now for a new art-as-research curriculum to deal with contemporary issues and projects. I suggest 'Information Art and Technology'. ]
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PDF herunterladen oder online auf Scribd lesen
ZKM info - http://on1.zkm.de/zkm/stories/storyReader$1524
16.00 - 16.30 Uhr
Prof. Philip Pocock
»Environmental (f)actors : art, audience & education«
A Beuys' Tafelbild reads: "Denken gleich Form". Substitute 'Denken' with 'message' and 'Form' with 'medium' and his equation for art becomes: "The medium is the message", Mcluhan's maxim for global media. Distributed, exhibited and later published, Beuys' chalkboard idea fully intends to break through classroom walls and connect teaching and learning with other spaces for art and social technology. Since cultural contexts precipitate out as types of objects - even subjects – when recontextualization occurs, institutions for 'higher' learning are hard-pressed not to lag or even delay such 'networked', provisional, interdisciplinary, flat-heirarchical approaches to the 'social construction of knowledge' [Barrett] based not on industrial paradigmatic keywords like 'picture' and 'representation' but on digital ones like 'database' and 'connectionism'.
With the nuclear, digital and population bombs having blasted paradigms from 'thingness' to 'isness', from 'material' to 'medial', from 'pictures' to 'data', art and education merge as global media to deal with the fallout. Both art and education are growing 'immaterial' and conceptual research (inter)activities. As such, both fuzz borders between sender(s) and receiver(s), author(s) and audience(s), teacher(s) and learner(s). They do this when their contents - perceptions within an environment - immaterialize and the audience and author(s) collaborate on the construction of knowledge as 'participants'. For the information sectors in a network society, art and education become environmental (f)actors if not environments themselves, through which we navigate and in which we interact and discourse in a quest for producing culture - real and virtual responses to a shared environment. There is great need right now for a new art-as-research curriculum to deal with contemporary issues and projects. I suggest 'Information Art and Technology'. ]
Copyright:
Attribution Non-Commercial (BY-NC)
Verfügbare Formate
Als PDF herunterladen oder online auf Scribd lesen