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Papers by Jasna Kralj Pavlovec

Location Aesthetics - ELIA , 2014

This paper was presented at the Location / Aesthetics 13th ELIA Biennial Conference Glasgow, 13 ... more This paper was presented at the Location / Aesthetics 13th ELIA Biennial Conference
Glasgow, 13 - 15 November 2014 at The Glasgow Royal Concert Hall. Location / Aesthetics focused on the relationship between the creative and the city and the dynamic interplay between place, culture, creativity and the artist. Recognising that the arts are both the most local and the most international of activities - proud of their traditions and identity, but at their most exciting when they break down barriers and cross borders, LOCATION/AESTHETICS explored the cultural, social and economic role that creative individuals and institutions play in creating and transforming a city, regional or national identity and place in the world.

Four sub-themes were identified to address more specific issues:

IDENTITY/DIVERSITY
REGIONALISM/GLOBALISM
HOMECOMING/NOMADISM
ECONOMY/CULTURE

Border Crossing: the Dynamic Interplay between Place, Culture and Creativity outlines lessons and suggests future strategies of an on-going transferrable approach to an international and multidisciplinary collaboration entitled `Border Crossings'. Influenced by research led practice and blended learning ideals three art and design partner institutions –operating across three year period and three time zones, encouraged mainly year two undergraduate students to share their creative process, methods, skills and responses to porous notions of place within a digital network.

At its core, however, are two interconnected themes of identity and culture which contributed to the learning experiences of students and staff from Duncan of Jordanstone College of Art & Design, University of Dundee, Scotland; the Faculty of Design Ljubljana at the University of Primorska in Slovenia and the College of Visual Arts & Design at the University of North Texas, USA.

Since its inception in 2011 over four hundred participants have collaborated in the Border Crossings experience from departments of Interiors, Jewellery, Metals, Textiles, Fashion, Fibres & Weave who have each reinterpreted identity and cultural themes through the lenses of their respective disciplines filtering these through a social network. Typical of blended learning, Border Crossings combines the familiarity of studios, workshops and lecture rooms set against, and sometimes in tension with, performing within more fluid online contexts. In this instance interactions occurred using the NING network – a US based web service offering a customizable social networking site in which students' and staff could contribute to international peer dialogue.

Operating throughout one academic semester students' would initially undertake research & investigation suited to each discipline, experiment with new creative processes [e.g. emotive making] and deliver on-land interdisciplinary workshops prior to meeting international peers on-line. Using the NING Network, students would upload creative works-in-progress and act as critical editors of their own evolving practice whilst also undertaking the role of `critical friend' for their international student peers from similar disciplines.

Supported over a three year period by the interdisciplinary EPSRC IMprints research project -which explored future identity management scenarios, craft practices, smart technologies, tokens and taboos, also funded the NING network, provided administrative support and supplied the intellectual stimulus for the Border Crossings experience.

A sense of place is especially potent in helping us question assumptions of our national, geographical, societal or creative identities and disciplinary cultures. But in an increasingly digital world we are simultaneously located here and there and often construct numerous, and sometime duplicitous, identities reflecting those digital sub-cultures. How we manage those identities and navigate these locations demands attitudinal shifts. Sensitive to these issues Border Crossings explores a new digital dimension to learning beyond familiar `bolt-on' DTP class or discipline specific CAD workshop. But there is a wider global imperative and richer digital potential that universities struggle to adapt to but which Border Crossings has attempted to bridge.

Developed in response to various challenges, such as integrating research led practices into all levels of learning, discipline blurring, emerging hybrid practices and pedagogic issues of digital literacies, learning and curriculum internationalization are influential. Increasingly students exhibit non-linear mosaic thinking tendencies often making meaning out of a collage of fragments whilst managing equally fragmented identities on-line– often managed naively. Morphing these to ones emerging professional identity, to ones traditional digital skills set and disciplinary cultures is vital if we are to prepare graduates to manage uncertainty.

Navigating this in an increasingly asynchronous and digital world demands care in how we express and authenticate such identities. Whilst this paper highlights institutional limitations and logistical challenges the authors
recognize the transferrable potential to a range of disciplines. Border Crossings suggests an alternative to the increasingly risk averse culture affecting [UK] education and instead offers an approach which enables risk and risks failure.

Location Aesthetics - ELIA , 2014

This paper was presented at the Location / Aesthetics 13th ELIA Biennial Conference Glasgow, 13 ... more This paper was presented at the Location / Aesthetics 13th ELIA Biennial Conference
Glasgow, 13 - 15 November 2014 at The Glasgow Royal Concert Hall. Location / Aesthetics focused on the relationship between the creative and the city and the dynamic interplay between place, culture, creativity and the artist. Recognising that the arts are both the most local and the most international of activities - proud of their traditions and identity, but at their most exciting when they break down barriers and cross borders, LOCATION/AESTHETICS explored the cultural, social and economic role that creative individuals and institutions play in creating and transforming a city, regional or national identity and place in the world.

Four sub-themes were identified to address more specific issues:

IDENTITY/DIVERSITY
REGIONALISM/GLOBALISM
HOMECOMING/NOMADISM
ECONOMY/CULTURE

Border Crossing: the Dynamic Interplay between Place, Culture and Creativity outlines lessons and suggests future strategies of an on-going transferrable approach to an international and multidisciplinary collaboration entitled `Border Crossings'. Influenced by research led practice and blended learning ideals three art and design partner institutions –operating across three year period and three time zones, encouraged mainly year two undergraduate students to share their creative process, methods, skills and responses to porous notions of place within a digital network.

At its core, however, are two interconnected themes of identity and culture which contributed to the learning experiences of students and staff from Duncan of Jordanstone College of Art & Design, University of Dundee, Scotland; the Faculty of Design Ljubljana at the University of Primorska in Slovenia and the College of Visual Arts & Design at the University of North Texas, USA.

Since its inception in 2011 over four hundred participants have collaborated in the Border Crossings experience from departments of Interiors, Jewellery, Metals, Textiles, Fashion, Fibres & Weave who have each reinterpreted identity and cultural themes through the lenses of their respective disciplines filtering these through a social network. Typical of blended learning, Border Crossings combines the familiarity of studios, workshops and lecture rooms set against, and sometimes in tension with, performing within more fluid online contexts. In this instance interactions occurred using the NING network – a US based web service offering a customizable social networking site in which students' and staff could contribute to international peer dialogue.

Operating throughout one academic semester students' would initially undertake research & investigation suited to each discipline, experiment with new creative processes [e.g. emotive making] and deliver on-land interdisciplinary workshops prior to meeting international peers on-line. Using the NING Network, students would upload creative works-in-progress and act as critical editors of their own evolving practice whilst also undertaking the role of `critical friend' for their international student peers from similar disciplines.

Supported over a three year period by the interdisciplinary EPSRC IMprints research project -which explored future identity management scenarios, craft practices, smart technologies, tokens and taboos, also funded the NING network, provided administrative support and supplied the intellectual stimulus for the Border Crossings experience.

A sense of place is especially potent in helping us question assumptions of our national, geographical, societal or creative identities and disciplinary cultures. But in an increasingly digital world we are simultaneously located here and there and often construct numerous, and sometime duplicitous, identities reflecting those digital sub-cultures. How we manage those identities and navigate these locations demands attitudinal shifts. Sensitive to these issues Border Crossings explores a new digital dimension to learning beyond familiar `bolt-on' DTP class or discipline specific CAD workshop. But there is a wider global imperative and richer digital potential that universities struggle to adapt to but which Border Crossings has attempted to bridge.

Developed in response to various challenges, such as integrating research led practices into all levels of learning, discipline blurring, emerging hybrid practices and pedagogic issues of digital literacies, learning and curriculum internationalization are influential. Increasingly students exhibit non-linear mosaic thinking tendencies often making meaning out of a collage of fragments whilst managing equally fragmented identities on-line– often managed naively. Morphing these to ones emerging professional identity, to ones traditional digital skills set and disciplinary cultures is vital if we are to prepare graduates to manage uncertainty.

Navigating this in an increasingly asynchronous and digital world demands care in how we express and authenticate such identities. Whilst this paper highlights institutional limitations and logistical challenges the authors
recognize the transferrable potential to a range of disciplines. Border Crossings suggests an alternative to the increasingly risk averse culture affecting [UK] education and instead offers an approach which enables risk and risks failure.