Research Catalogue

Photography with sound and net art, drawing, found folk sculpture with digital drawing, readymades, 2012, 2020, 2021. Accompanied by archival material. The exposition exposes the question of what is artistic research. Usurping the essayist format, which is traditionally associated with research in say the area of philosophy, the exposition formally operates on different levels. I selectively included visual art research material from my own artistic archive, as well as anonymous material that's readily available from the internet and in film archives. In this way, I wanted to emphasise the role of archiving and using archives in the artistic process, as an element of artistic research and artistic production that might involve remediation. Taking that we live in a largely theoretic culture, which means that we use external information systems for storage and retrieval of written, visual and other material, the implication is that art is part of this theoretical system. Moreover, I specifically problematise the notion of value in relation to the visual arts by using the popular media figures of the counterfeit and the impostor, with reference to the so-called "impostor syndrome", correlated with being a minority of some sort in one's field: "A different thought is that two people may be answerable to the very same standard of success or competence, yet be subject to different epistemic standards for reasonable belief in their respective success or competence. This would be an example of pragmatic encroachment." (Katherine Hawley, "What is Impostor Syndrome?", Proceedings of the Aristotelian Society Supplementary Volume 93, 2019). I suggest that some artworks operate as philosophical provocations of the archive. "The artwork just exists", as Frank Stella argued.

On February 19th 2024 took place the 2nd seminar, "Illustrating the absence" of the project "[in]visible - [in]visibility of identities in Portuguese 1st-grade elementary textbooks of Social & Environmental Studies after 1974", at the Faculty of Fine Arts of the University of Porto (Portugal). For the reflection, illustration and critical analysis of the illustration works, there was the participation of the Master's in Illustration, Edition and Print students with the illustrator Júlio Dolbeth and the [in]visible team. Cristina Ferreira and Margarida Dias took the photos, and the session was recorded with audio.

This report on research was supported by the Lectorate of Music, Education, and Society at the Royal Conservatoire, The Hague. The following work explores the endeavor to integrate creative concepts and artistic exploration into the Bachelor's curriculum at conservatoires, with the Royal Conservatoire of The Hague serving as a case study. It presents the researcher's ideas for innovative content and structures related to creative practices and interdisciplinary collaboration, compiled in a playful structure known as the ‘Category Game’. This article provides a comprehensive list of tools designed to facilitate these creative collaborative processes, which were either developed during my work with students or gathered from relevant literature, colleagues' contributions, or other academic programs. During the course of this research project, I engaged in discussions about interdepartmental and creative activities in higher music education with both teachers and students, conducted projects and case studies with various student groups, and ultimately designed a toolbox in the form of a game. Background: In recent years, my educational interests have centered on fostering creative interdepartmental collaboration among music students. The initial phase, exemplified by the research project ‘Learning Pods,’ involved practical case studies where specific forms of creative interdepartmental work were experimented with and analyzed. These 'learning pods' paired students from different departments for semi-structured creative sessions, demonstrating significant positive impacts on learning, autonomy, motivation, confidence, self-efficacy, and performance experience. Subsequently, during the 'Crossing Borders' initiative, a series of case studies with diverse formats was conducted, involving musicians from various institutions and collaborations with fellow educators. The complexity of creative cross-genre projects became apparent, influenced by students' personalities, musical backgrounds, genres, and departmental affiliations. While students displayed varying levels of confidence in exploring new artistic territories and collaborating across departments, a collective desire for increased interdepartmental exchange emerged. As my focus expanded to encompass 'the creative act in higher music education' more broadly, a central question arose: What tools and structures could be easily applied to facilitate a creative process for an interdepartmental group of music students in an easy and playful manner, regardless of their prior experience in creating or improvising? This inquiry necessitated an examination of the existing study offerings and their structure within the institution. Do these activities significantly contribute to interdepartmental collaborations? What modifications or additions might be beneficial? Further inquiries addressed the role of improvisation, the management of definitions, and the potential contribution of jazz—a genre and attitude toward improvisation and creation that appears underexplored in the institution's discussions.

This Artistic Research in and through cinema explores the possibilities of using outdated melodramatic elements of cinematic representation in a new way, dissolving the intersection between the personal and the fictional as a tool for creating a redemptive act of filmmaking. "Super (im) positions: Subverting melodramatic representation through personal unpredictability" delves into the transformative potential of these elements within cinematic representation. By dissolving the boundaries between the personal and the fictional, this work engages in a redemptive act of filmmaking that reimagines melodrama. The approach employs a contemporary, polyphonic, and playful film language to propose a new form of melodrama—one that acknowledges its inherent perversity to challenge and deconstruct its toxic narratives. Rooted in the pervasive influence of telenovelas and melodrama, particularly within Mexican culture, this exploration questions and critiques the genre's impact on cultural and individual perceptions of love and relationships. The research was catalysed by a significant personal and professional rupture, leading to a critical examination of the genre's conventions. By employing a contemporary, polyphonic, and playful film language, Santoyo reimagines melodrama as a genre capable of portraying complex, personal emotions and generating critical, boundary-pushing narratives. This self-reflective genre deviation, temporarily termed the "New Melodrama," seeks to subvert traditional melodramatic tropes by acknowledging and confronting their perverse nature. Through this approach, Santoyo aims to dismantle the toxic knowledge perpetuated by conventional melodrama, offering a sophisticated and nuanced critique from within the genre itself. His work presents a trojan horse strategy, using the familiar systems of melodramatic representation to question and ultimately transform them, proposing a relevant and self-aware cinematic experience. Through innovative use of superimpositions and a deliberate deconstruction of melodramatic mise-en-scène, this study aims to create a critical and self-reflective genre deviation termed "New Melodrama." This method seeks to subvert traditional cinematic conventions by integrating multiple perspectives and temporalities, fostering a richer, more complex narrative experience. Ultimately, the research stands as a trojan horse within the film industry, using the very mechanics of melodrama to critique and reinvent it, offering a fresh, introspective take on a genre often dismissed as superficial.

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