Research Catalogue

The group acts as an open and inclusive formation for artist-researchers who share an interest and practice in working with sound. The group is committed to the indispensable action of encouraging and supporting personas of all diversity to participate and join in the collective exploration in and through sound, sensing and amplifying the heard, unheard as well as the overheard. As a collective the group welcomes contributors who are willing and eager to share their idea and practices, think collectively and are interested in shaping a emancipatory sonic futurism.

This study examines the relationship between the narratives in audio-visual artwork and the temporality of historical preservation within sociocultural contexts of destruction and re-construction, and rusting, through the concept of Sankofa. The series of photographic artworks titled “Patches of Time” delves into the socio-cultural fabric of memory, historical sites, forest, and the contemporary reconstruction of the past. Together with the written content, I show various forms of media such as photos, sound files and videos that reveal different aspects of the audio-visual practice. The photos and sound compositions are discussed here as ways of doing and making, exposing the experiences that hold aesthetic qualities and a sense of the sublime. The materiality of the photos and soundscapes mirrors an archaeological process, where remnants of the past are not only recovered but also recontextualized within contemporary sociocultural frameworks. Specifically, I investigate the integration of destruction and re-construction which aligns with Walter Benjamin’s notion that reproduction destabilizes traditional narratives, offering opportunities for reimagining history, and reshapes the aura of cultural artifacts. The destruction and re-construction of these photos impacts the narrative gestures of going back and starting anew (Sankofa). The study aims to observe the interconnectedness of art, memory and the mind as historical sites and explore the potential for re-imaging the nature of audio-photographic art.

Dit is een onderzoek naar 'het kunstzinnige' in het (professioneel) leven van alumni die, tijdens hun opleiding tot pedagogisch coach, werden ondergedompeld in een bad vol kunst en cultuur, vanuit de overtuiging dat dit hen zou verrijken in hun werk, in hun leven en hopelijk, misschien, in beide.

Below in English Ekspositio pyrkii vastaamaan tarpeeseen uudistavan kasvatuksen (regenerative education) tavoitteissa taiteilijapedagogisesta lähtökohdasta. Ekspositio pohjautuu paikkasidonnaiseen interventioon ja kuvailee taiteilijapedagogisen oppimisprosessin. Ekspositio tunnustelee taiteilijapedagogiikan suhdetta ekologisiin kysymyksiin kestävyysajatteluun sitoutuneen taiteilijapraktiikan ja taidepedagogian solmukohdassa. Kirjoittaja arvioi vahvan kestävyyden käsitteen avulla, millaisia ristiriitoja kestävyysajattelun ja oman praktiikan välille ilmaantuu interventioprosessin aikana, ja millaiset olosuhteet johtavat konflikteihin. Ekspositio tarkastelee aihetta ”myötäsyntyisen” metodin avulla yhdistäen taiteellista, agroekologista ja posthumanistista tutkimusta poikkitieteisesti. Päälöydöksenä on, että uudistavan kasvatuksen tavoitteet sotkeutuvat yhteiskunnan odotuksiin, päämääriin ja moraalikäsityksiin. Tämä johtaa neuvotteluun kestävyysajatteluun sitoutuneen taiteilijapraktiikan arvoissa suhteessa taiteilijapedagogiseen toimintaan. Kirjoittaja väittää, että taiteellisessa työssä ei ole erivapautta toimia ekologisesti kestämättömällä tavalla, koska taide on yhtä riippuvaista ekologisista suhteista kuin muukin elo. Hän väittää, että vahvan kestävyyden käsitteeseen sitoutumalla on mahdollista perustaa uusia arvostamisen paikkoja ja kehittää uudistavaa pedagogiikkaa. The exposition aims to meet the need for the aspiration of regenerative education from an artist pedagogical practice. The exposition is based on a place-specific intervention and outlines the artist pedagogical learning process. The exposition explores the relationship of artist pedagogy to ecological issues. Exploration happens at the intersection of artist practice committed to sustainability thinking and art pedagogy. Reflecting the concept of strong sustainability, the author assesses what kind of contradictions between sustainability thinking and one’s own practice emerge, and what kind of circumstances lead to conflicts. The exposition takes place with “innate” method, combining artistic, agroecological and posthumanist research in an interdisciplinary manner. The main finding is that the goals of regenerative education are entangled with the expectations, goals and moral concepts of society. This accompanies a negotiation of the values of artist practice committed to sustainability thinking. Negotiation takes place in relation to artist pedagogical activity. The author argues that there is no waiver to act in an ecologically unsustainable manner in art practice, because art is as dependent on ecological relationships as any other concept of life. She argues that by committing to a concept of strong sustainability, it is possible to establish new places of appreciation and develop innovative pedagogies.

Duodji refers to Sámi handicrafts and design. I reflect on the knowledge base of duodji thinking, how duodji is learned within the community, and how I have developed the teaching and research of duodji according to the principles of duodji and art. I also contemplate the essence and presentation of duodji in public spaces through the pedagogical-artistic practice, LaavuStudio."

This exposition takes as its departure the systemic inertia identified within Western Higher Music Education (HME), where education is driven by skill acquisition in a master–pupil format. Such approaches may hinder the growth of adaptable and reflective musicians. We propose an alternative: student-centred learning inspired by artistic research methods. To explicate this, we draw on findings through our own artistic research practices. Our hypothesis is that the model of the artistic, embodied research laboratory, as developed within the field of artistic research, may serve as a potent tool for renewal. By analysing our work as artist-researchers and educators, this exposition offers insights that support rethinking both institutional structures and pedagogical approaches in HME. Our aim is to strengthen student agency in learning situations and set them off on a path of lifelong learning. This research demonstrates that artistic research laboratories can provide practical frameworks for transforming HME pedagogy, offering educators concrete methods for fostering playful, inclusive, and sustainable learning environments whilst empowering students as active agents in their musical development.