The pedestal and the pendulum: fine art practice, research and doctorates

2008 ◽  
Vol 7 (2) ◽  
pp. 133-151
Author(s):  
Judith Mottram ◽  
Chris Rust
2021 ◽  
Vol 7 (3C) ◽  
pp. 720-729
Author(s):  
Mykola Pichkur ◽  
Halyna Sotska ◽  
Andrii Hordash ◽  
Liliia Poluden ◽  
Iryna Patsaliuk

In accordance with historic analysis, the article considers the valued traditional and innovative fine arts studios of artists of different generations; they help to identify specific artistic features of artists of different generations who create artistic works of the information world. We describe the genesis of digital art practice development and demonstrate its influence on the renovation of classic fine art classification system via the digital works of different types and genres. The limits of artistic amateur field as a factor of professional and profane blurring in an artist’s personality are clarified. The new concept of “digital paradigm of fine art training at higher educational institutions” is proposed in the article as an innovative method of specific subjects studying. Methodology of professional skills development while designing digital works for students of artistic profession at higher education was justified and the results of local experience of its implementation at higher educational institutions of Ukraine were described.


2019 ◽  
Vol 24 (1) ◽  
pp. 30-40
Author(s):  
Iain Findlay-Walsh

This article explores recent theories of listening, perception and embodiment, including those by Mark Grimshaw and Tom Garner, Salomé Voegelin, and Eric Clarke, as well as consequences and possibilities arising from them in relation to field recording and soundscape art practice. These theories of listening propose auditory perception as an embodied process of engaging with and understanding lived environment. Such phenomenological listening is understood as a relational engagement with the world in motion, as movement and change, which grants access to the listener’s emerging presence, agency and place in the world. Such ideas on listening have developed concurrently with new approaches to making and presenting field recordings, with a focus on developing phonographic methods for capturing and presenting the recordist’s embodied auditory perspective. In the present study, ‘first-person’ field recording is defined as both method and culturally significant material whereby a single recordist carries, wears or remains present with a microphone, consciously and reflexively documenting their personal listening encounters. This article examines the practice of first-person field recording and considers its specific applications in a range of sound art and soundscape art examples, including work by Gabi Losoncy, Graham Lambkin, Christopher Delaurenti and Klaysstarr (the author). In the examination of these methods and works, first-person field recording is considered as a means of capturing the proximate auditory space of the recordist as a mediated ‘point of ear’, which may be embodied, inhabited, and listened through by a subsequent listener. The article concludes with a brief summary of the discussion before some closing thoughts on recording, listening and the field, on field recording as practice-research and on potential connections with other fields in which the production of virtual environments is a key focus.


Leonardo ◽  
2011 ◽  
Vol 44 (5) ◽  
pp. 392-400
Author(s):  
Erik Brunvand ◽  
Al Denyer

Printmaking is a fine art practice that encompasses a variety of media including intaglio, relief, lithography and screen-printing. In this collaborative research project the authors extend the traditional boundaries of printmaking to create editions of micro-scale prints on the surface of silicon integrated circuits using the layers of materials normally used for making transistors and electrical interconnections. The process by which the images are printed on the silicon surface is discussed, alongside some of the conceptual and technical issues related to creating printed images using this technology.


Sinteze ◽  
2020 ◽  
pp. 79-85
Author(s):  
Tamara Žderić

The ornament is a part of every visual culture in the world. Its history goes back to early ages of human race. It is one of the most important fine art categories. The ornament was less important fine art category for a long time. The subject of this paper are various types of ornament altogether with personal experience in creating ornaments. The main aim was to reveal basis of ornament, its features and also to put in focus the importance of our attention in art process. Ornament has four categories determined by its appereance. Its complex forms, mathematical approach and lots of details are features I found similar in my art practice (paintings or drawings with various themes). The conclusions derived from comparison of this two various types of ornaments are contribution to examinations of its history through the eye of the artist.


2019 ◽  
Vol 18 (2) ◽  
pp. 171-185
Author(s):  
Nicholas Houghton

This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.


Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Dean Kenning

Carl Andre’s opposition between an activating art and a pacifying culture becomes the impetus for wider reflections on artistic autonomy and agency with special reference to how fine art is taught at college. I propose that artistic agency might better be accounted for and enacted by conceiving of it not as something set against or at a distance from culture in general, but ‘as’ culture. Through an overview of various institutional and discursive accounts of artistic production which describe the ways in which art is itself influenced and determined by external factors, and an extended analysis of Raymond Williams theory of culture as ‘collective advance’, I propose that fine art education needs to confront the question of contemporary art’s wider cultural embeddedness, and the political culture of art itself—a politics based in the nature of the social relationships art practice engenders.


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