Art School Alternatives

A Corridor8 symposium on alternative models of learning, at the Johnson Foundation Auditorium, Upper Duke Street, Liverpool John Moore’s University L1 7BT on 7th October 2010, 10am – 6pm. Drawing together a range of practitioners whose work looks to the communal, collaborative and participatory, Corridor8 contemporary visual art magazine presents a participatory symposium that explores methods of learning and ideas of schooling.

Speakers include: Department 21, Heath Bunting, Kate Rich, Islington Mill Art Academy, Lady Lucy, Circa Projects, Megan Wakefield, Black Dogs, A Latento, No Fixed Abode, Disrupt Dominant Frequencies and Artmarket/Kunstfreund.

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Radical Education Collective

In 2006, a project known as Radical Education was initiated. The basic idea was to find ways of “translating” radical pedagogy into the sphere of artistic production, with education being conceived not merely as a model but also as a field of political participation. The aim of Radical Education, then, was to create a unique “progressive” micro-political space within the gallery ifself, a kind of critical antipodes to both the conservative and neoliberal tendencies that predominate in the art system. Right from the start, Radical Education was understood in the sense of “heterogeneous spaces”, in which art would be but one field of activity among others. For this reason, the project was all the more critical toward art’s extended domains, e.g. socially engaged art, relational art and participatory art – forms of art-making that often include in their projects, in an uncritical way, transversal practices, practices of self-organization and practices in which it is not clear where art ends and politics begins; as a result, such practices become normalized. Radical Education, then, aimed not only at interpretations of various forms of art/activism, but in fact at “the production of space”, basing itself on the principles of transversality, which is not some predetermined form but is rather constituted through events, different kinds of alliances, crossings and collective organizing.

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Freie Klasse Weimar

Are you searching for : new or continuous learning processes, a safe environment to experiment ideas, exchange/validation/professionalization of your everyday knowledge, creative tools for collaborative practices, tangible/face-face encounters.

Freie Klasse Weimar is an offline-on-the-streets open source academy. its highest values are the sharing of skills, ideas, experiences and creative exploration. Here knowledge is driven and redefined in relation to life and passions – not careers.

Freie Klasse Weimar is a self-organized platform composed of people on the common quest to exchange, experiment, learn, share, experience and question together. The primary infrastructures are respect and curiosity. It is open to anyone and everyone. It is built on the belief that every person has valuable knowledge and questions and that we can all benefit from sharing them publicly.

There are no hierarchies. There are no mistakes.

Teach what you’ve got / share what you want to learn:

>>>how to fix a bike, where to hide in Weimar, how to cure back pain, how to roast a pig or write love letters…

>>>experiments in overcoming stage-fright, rediscovering your neighborhood, baking bread, talking to strangers… what have you never tried before?

>>>lectures on accounting, reading from your favorite book, a five minute talk on silence…

LOCATION: Freie Klasse Weimar‘s head quarters for the week will be Baustelle M10, Marienstraße 10, also known as Hotel Miranda. Participants have the possibility to use two rooms of the main floor, kitchen, yard. We encourage creative use of public space and are open to connect to other spaces.

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A Pedagogical Turn: Brief Notes on Education as Art

By kristina lee podesva
Let us begin with the simple proposition that education as a form of art making constitutes a relatively new medium. It is distinct from projects that take education and its institution, the academy, as a subject or facilitator of production and is worth examining in more detail through the following questions: How has the medium of education been historically situated What movements and practices have conditioned its appearance What does its circulation tell us about the academy—and art making—in the present And finally, does the emergence of this medium represent a fad, or is it a manifestation of a larger and more sustained “pedagogical turn” in contemporary art…Keep Reading

Experimental pedagogy and art practice in Mexico

By Sofía Olascoaga
Published February 1, 2010

This DISPATCH addresses the case of a growing scene at the intersection of education, pedagogy and art in Mexico.

At this particular time there seems to be a collective, urgent demand for alternative strategies that provide new relationships of knowledge production and spaces for dialogue and encounter.

In recent years, artist-led, self-organized, institutional and private educational initiatives in the contemporary art scene have opened up an active debate on the intersections of education and art. A number of artist-instigated educational projects have emerged, many of which are independently staged, while others are institutionally framed, and some privately funded.

Within the contemporary art circuit, through many differences regarding perspectives, positions and objectives, universities, museums, and independent spaces in Mexico openly address questions and activate speculation on the relationship between education and art. As yet, there is no consensus on the concepts (and specific uses) of education and pedagogy, but proposals from artists and scholars test various ideas and approaches. Keep Reading…

municipalWORKSHOP

The municipalWORKSHOP is grassroots creative laboratory and a division of M12. We are dedicated to the creation and facilitation of contemporary public art projects, which cover a wide spectrum of disciplines, configurations, and locales. We work in collaboration with municipalities, community groups, and community members in hopes of creating more creative and dynamic cities and townships.

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NORTE MAAR for Collaborative Projects in the Arts

Norte Maar for Collaborative Projects in the Arts creates, promotes and presents collaborations within the disciplines of visual, literary, and the performing arts: connecting visual artists, choreographers, composers, writers and other originating artists with venues and each other.

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Center for Art and Public Life

The Center for Art and Public Life creates community partnerships using the arts to address issues of social justice, diversity, community development, and education. Our programming is woven across disciplines at California College of the Arts and serves the diverse populations of the San Francisco Bay Area.

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The Department of Artists’ Theories and Art in Practice

(Leiden University Academy of Creative and Performing Arts and the Royal Academy of Arts (KABK) in The Hague)
The objective of the research group is to conduct research on the interaction between theory and practice in the artistic process, and the ‘how’ and ‘what’ of artistic research. The research group is composed of visual artists and theorists from various disciplines. Some teach at the Royal Academy of Art (KABK) and some are external specialists. The research group is open to all Academy staff who want to conduct research in this field. Contributions from external experts serve to stimulate reflection and to bolster cooperation with those working in the field. More Info

Uqbar Foundation

Cultural Negotiations (Transductores)

Cultural Negotiations: Conferences videos up now.

During the 2, 3, 4 of December the international seminar “Cultural Negotiations. Articulations of collective pedagogies and spatial politics” took place at Granada organized by UNIAarteypensamiento. In the section “archivo de recursos” (resources centre) you can watch the uploaded videos of the evening sessions.

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