Catachresis
noun (online dictionary.com) 1.misuse or strained use of words, as in a mixed metaphor, occurring either in error or for rhetorical effect. (from Greek κατάχρησις, "abuse"), originally meaning a semantic misuse or error—e.g., using "militate" for "mitigate", "chronic" for "severe", "anachronism" for "anomaly", "alibi" for "excuse", etc.—is also the name given to many different types of figure of speech in which a word or phrase is being applied in a way that significantly departs from conventional (or traditional) usage.[1] Crossing categorical boundaries with words, because there otherwise would be no suitable word When making objects I am preoccupied with the space that is created between the known and the unknown and particularly drawing on the ability of ‘forgetting to know’. A cross over between truth and untruth can develop to create a place where knowledge and facts can shift (littoral definition here). This opening up thought and the idea that there is a potential ‘misuse’ or ‘error’ in the meaning or the definition of a thing is particularly exciting. When something isn’t supposed to be right but becomes right in its wrongness - this is where I believe the viewer, participant, learner can find a point of reference or anchor point. A word standing in for another or pretending to be that word leads me to the thoughts I have had on ‘decoy’. Decoys instead of metaphors? decoy noun noun: decoy; plural noun: decoys ˈdiːkɔɪ,dɪˈkɔɪ/ 1. 1. a bird or mammal, or an imitation of one, used by hunters to attract other birds or mammals. "a decoy duck" o a person or thing used to mislead or lure someone into a trap. "we need a decoy to distract their attention" I enjoy the mistrust within both the decoy and the Catachresis, ‘a wolf in sheep clothing’ is the idiom for this. We lose our footing and are let loose with the possibilities of meaning and reference points. When objects made intentionally for the USE of pedagogical adventure don’t sit it their official context how are they understood. My feeling/hypothesis is that they are seen as imposters, dressed up objects full of function 'fit for purpose'.
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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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