As I write and locate my research within the appropriate contexts and relevant literature I am strangely reminded of the game rock paper scissors. I am using this analogy or 2 reasons one is that I always return to an action, material or image within my writing. It allows me to ground the relevance of the thinking through experience and beyond the internal experience of reading and a conceptual understanding. The material and experiential tropes that can litter my research allow the ideas to be applied so that thoughts can be seen working. The understanding can be materialised. The method, the idea and concept as stuff. I return to material at all times as though it provides a physical guide rope that is pulling me along. The wrestle with theories and concepts is therefore initially internal and then externalised through my drawings, objects and gestures. There is a need to manifest and pull ideas from the pages read and other people’s heads and lay them out, see them, live them, act on them. It is my intention, however difficult to keep returning to the material. This position does not diminish the status of the thinking or that of the material but rather lets them merge and at times implode. There is not a preferencing of theory over practice it is embedded, related and entwined. It is a relationship of co-dependency. As I write and explore the dimensions of materiality and learning encounters within the research I am materialising and encountering through every action. As a researcher I am within a learning encounter myself as well as providing learning encounters for others I work with. The learning encounter is materially omnipresent, shifting and nudging as ideas shift and nudge. I hope to speak of material encounters through the words and references that I explore and equally speak through the material encounters themselves. The second reason is that the authors, theorists, teachers that I will refer to are seen and understood in a changing state of flux within my thinking. The ideas that they present ebb and flow through each other and they are satellites to each other’s thoughts. They are satellites that roam about in each other’s territories as I circumnavigate through the entanglements they provide.
Therefore, they is no coding as such to segregate these references but as in paper stone scissors games they all simultaneously challenge, repeat, coincide, complement and inform my research. paper wraps itself around the stone paper is cut by the scissors scissors are blunted by the stone. These are actions - active thoughts that enable my understanding and ground the research with an intention to write materially. The rhizomes and plateaus, the extensions and matter that flow through the references evoke movement and force. They grow and push through knots and fissures. Learning is woven through this entanglements and art mobilises and manifests its being. Can the material of the ideas that are so important to my research be lifted from the page and cut or wrapped?
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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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