On the Role of Institutions in Educational Art (original) (raw)
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Starting from School: Contemporary Art Projects Involving Educational Institutions
Acta Academiae Artium Vilnensis, 2017
The article discusses the ways of integrating contemporary art and educational institutions (from children’s art schools to universities), asking what an artist can add to existent educational contexts besides teaching as such, and vice versa, what she and her art projects benefit from them. From a brief discussion on the educational turn in arts and both positive and negative approaches towards it among art critics, artists and educators, the article proceeds to analyse several case studies: the art practice by Nomeda and Gediminas Urbonas, Kristina Inčiūraitė’s projects with children’s art schools, and the Alytus Art School as a phenomenon. All these cases tend to be easily dismissed from the scope of the educational turn, as they use existing educational environments as their starting point and resource, instead of appropriating educational formats into the gallery context; so the article investigates what resources and challenges a permanent educational environment offers to artists in compare to temporary school, workshop, etc.
2014
My response to the question posed requires a brief sweep across some historical landscapes to position enduring notions of human knowing that I would argue are in danger of becoming reified and worshipped as neo-mythologies that bear little resemblance to the multiplicity of realties evident today. The goal is to identify issues of the public good by drawing attention to connections and dislocations among art practice, education and research as forms of human engagement, provocation and insight. The paper is organized around a series of propositions and descriptions that have as their subtext a claim that the practices of art can be conceptualized as research. Given this, if 'art practice as research' has the potential to generate new knowledge that expands the landscape of human understanding, then the answer to the question posed by the panel about the validity of an 'N of 1' is an unequivocal 'yes' and that such an instance can be very meaningful indeed. P...
Unsentimental Education. On Art Schools, in Artforum, Summer 2010
Review essay on Rethinking the Contemporary Art School: The Artist, the PhD, and the Academy, ed. Brad Buckley and John Conomos (Halifax: Press of the Nova Scotia College of Art and Design, 2009) and Art School (Propositions for the 21st Century), ed. Steven Henry Madoff (Cambridge, MA, and London: MIT Press, 2009)