Caroline - Answers to questions, January 2018
What does the learning experience feel like? As an educator, it is both scary, enlightening and enriching (in that order) to be on the other side of the fence. It makes one examine one’s own methodologies and have a better understanding of the learning experience and how many assumptions can and are made in any given situation. It has revealed some of my own shortcomings, and pre-conceived views. It took a while for me to put myself in the position of the learner and I’m not sure I fully succeeded. My default position was to want to respond to the experience with questions but quickly realised this was most likely a familiar pattern as tutor questioning student. It could even be a defence mechanism to prevent revealing personal inadequacies. In terms of learning about and with things, this aspect has been exciting. Once we started to look at actual things it was so much more logical and meaningful. Looking back I wonder if the objects also acted as props (to confidence, to bestow thoughts onto). They were equally props in the other, theatrical sense and in this capacity they became imbued with whatever was bestowed upon them and this engenders a real feeling of freedom and openness in how one could respond. It stimulated the imagination and allowed thoughts to snowball and expand. When the unknown becomes known in whatever way we want to know it, it is rewarding, and when we touched and held objects there was an added tactile dimension to the process of working out what things were. One of the most engaging aspects was examining objects that could be read in so many ways. Their ambiguities were their strengths. Does what you have described above suggest any particular materials? Not really, as I have spoken more generally about the experience. Thinking in more detail, then my mind goes to combinations of materials that have different qualities, the unexpected, the robust (so they can be manhandled). Materials in themselves are loaded, but when fashioned into unusual ambiguous objects they develop other identities and this is what makes them interesting. Does what you have described above suggest any particular objects? Again not specifically, apart from what is suggested above. Objects of no certain use and those that are not immediately recognised might have more possibilities and therefore hold attention. What does the learning experience feel like in terms of a temperature – tone – feel – weight - noise? Variable, hot and cold, rushes and then quieter periods of contemplation, assimilating info and piecing together what knowledge could be gleaned. And then trying to make sense of it. Learning is a quiet process for me, solitude generates more thoughts and this often happens after the immediate event. I found sparking ideas with another person when working in pairs was great though I now I can sometimes over dominate and not listen long or carefully enough. So sometimes the experience was made too hot by my own pacing, and not until afterwards did I realise it would have been better to be slower, calmer, cooler.
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Kimberley FosterKimberley's practice as an artist is pedagogical, it doesn’t just reference learning, it plays with, embodies and encourages learning at its core. The objects consider ideas of collaboration and authorship, discussions about touch and encounter, and bring into active consideration issues of learning within social and participatory practices. Archives
October 2018
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