Caoline had gone to one corner of the room and stayed there whilst the others moved around the work. I was uncomfortable in the space as there was not anywhere to pause and so I positioned myself at the edge of the door way and waited for the group to come back to me in the space. Everyone spoke about their encounters (which I detail later in the blog) but Caroline was quiet. She told the group that she had felt very emotional, whilst looking at a particualr piece of work that was hung in the cormer of the room. She went on to say, as though neraly crying, that she wasnt quite sure what happened, she want sure if the objects she had been holding had been the catalyst or had been reacted to in her hands. She said that as soon as she saw the work she took a postion with her hands and kept it the same the whole time she was looking. "it is still like it now" she said. "I want to show you". Carloine asked that Nell unpeel the sleeve from one arms and roll it up and over the hands, revealing the shape they had formed. What was intesrting was that it felt like this revealing, unpeeling allowed the skin of carolines hands to suddenly seeme exposed and vulnerable. The cloaking of her action within the sleeve masking her intent. i felt voyeuru=istic waiting to see her hands, but when we did we could see her grasp, grip was vice-like on the clay form with both hands holding onto it so securely. More than that her index finger was fixed -plumbed-into the thimble. Sucked in. All of the shlleve rested on one side of her body, on one arm as she remained glued into the action on the grasp. She duscussed how everything else had disappeared as she looked at the work in the corner, she had been absorbed -completely connected bth emotionally and also plugged into the object in her hands.
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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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