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Artography

Page history last edited by Yvette 14 years, 2 months ago

A/r/tograhy

 

Assuming that art based inquiry is new to you I am passing this along as a brief introduction to a/t/tography and the approach to art based research of interest. i include links to documents where text was extracted should you want more in depth information.

 

 

 

"To be engaged in the practice of a/r/tography means to inquire in the world through an ongoing process of art making in any artform and writing not separate or illustrative of each other but interconnected and woven through each other to create additional and/or enhanced meanings. A/r/tographical work is rendered through the methodological concepts of contiguity, living inquiry, openings, metaphor/metonymy, reverberations and excess which are enacted and presented/performed when a relational aesthetic inquiry condition is envisioned as embodied understandings and exchanges between art and text, and between and among the broadly conceived identities of artist/researcher/teacher.

 

A/r/tography is inherently about self as artist/researcher/teacher yet it is also social when groups or communities of a/r/tographers come together to engage in shared inquiries, act as critical friends, articulate an evolution of research questions, and present their collective evocative/provocative works to others."

Rita L. Irwin

http://www.knowhow.is/newtypo/fileadmin/templates/main/images/DISSEMINATION/SYMPOSIUM/papers/paper_rita_irwin.txt

 

From : http://www.google.com/url?sa=t&source=web&ct=res&cd=1&ved=0CAkQFjAA&url=http%3A%2F%2Fwww.eric.ed.gov%2FERICWebPortal%2FrecordDetail%3Faccno%3DEJ767108&ei=dXCoS-vaKoWdlgfP0PXLAQ&usg=AFQjCNHhZPdzZ7S3HitgdIXqo9KpEq9fnQ&sig2=VJ3AH1D9TX487mFr-Lo18A

A brief narrative description of the journal article, document, or resource.
A/r/tography is a form of practice-based research steeped in the arts and education. Alongside other arts-based, arts-informed and aesthetically defined methodologies, a/r/tography is one of many emerging forms of inquiry that refer to the arts as a way of re-searching the world to enhance understanding. Yet, it goes even further by recognizing the educative potential of teaching and learning as acts of inquiry. Together, the arts and education complement, resist, and echo one another through rhizomatic relations of living inquiry. In this article, we demonstrate rhizomatic relations in an ongoing project entitled "The City of Richgate" where meanings are constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis. Rhizomatic relations do not seek conclusions and therefore, neither will this account. Instead, we explore a/r/tographical situations as methodological spaces for furthering living inquiry. In doing so, we invite the art education community to consider rhizomatic relations performed through a/r/tography as a politically informed methodology of situations. (Contains 3 figures and 5 notes.)

A/r/tography 1 1 The Rhizomatic Relations of A/r/tography Rita L ...

 - 2:39amFile Format: PDF/Adobe Acrobat - Quick View

by RL Irwin - Cited by 14 - Related articles

A/r/tography. 25. 25 rhizomatic relations. These situations are challenges to the power relations between and among a/r/tographers, all those involved in ...

http://www.ecuad.ca/~rbeer/text/pdf/STUDIES%20-%20RICHGATE.pdf

 

 

Educational arts research as aesthetic politics.

"The Richgate public could not and cannot be predefined.  The families came together as a result of a public invitation presented as an opportunity with art, to make something new of the times and places of their lives.  Through the extended encounter, the flow of change was suspended in the collective process of art making.  Forms were created as series of artwork but just as physics is discovering that space forms itself around matter, form followed the abstract imaginary of the physicality of body movement: passages from country to country, place to place, time in its becoming, artmaking and collaborating. The City of Richgate project added the pleasure of time as a continual recontexualizing interim in exploring experiences of body movement across continents, in the city of Richmond, and between each other. "  to cite this journal article:

Triggs, V. and R.L. Irwin, et al (2008) Educational arts research as aesthetic politics. Working Papers in Art and Design 5

Retrieved <date> from <URL>

ISSN 1466-4917

http://sitem.herts.ac.uk/artdes_research/papers/wpades/vol5/vtrifull.html

 

           

 

                    City of Richgate: A/r/tographic Cartography as Public Pedagogy   (Ingredient noted - Pauline Sameshima was a contributor)

                                                                The City of Richgate project worked with eight intergenerational immigrant families and examined immigrant experiences and narratives through a community-engaged process that employed a/r/tography as a methodology. As such, the research also investigated the extent to which a/r/tographical research could visually and narratively portray the analysis of data collected by the co-a/r/tographers. After interviewing and collecting images from each family, large artistic gates (banners) were created. This first phase of the project revealed the power of images in situ, and thus the power of a/r/tography in situ. For the community members and co-a/r/tographers meanings were constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis. The second phase involved the identification of important places by each family within the City of Richmond. After analysing all of the data, several works of art were created with each family in mind: bus shelter images juxtaposing close-up and far away geographical images; side-by-side images portraying historical and contemporary images of family ideals and/or issues; banners illustrating families in meaningful poses; and archival collections portraying the importance of identity and memory in the transformation of culture. This phase culminated in a citywide exhibition of the artwork performing public pedagogy. The exhibition questioned the idea of a City of Richmond having a community centre, and instead exhibited many Richgates, or conceptions of Richmond. Rather than having a city centre, there are many centres, a Network of Cities of Richgates, where centres are constantly changing and shifting to reflect the narratives of individuals living in a psycho-geographical region of a city. http://www3.interscience.wiley.com/journal/122268941/abstract?CRETRY=1&SRETRY=0

  

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