ESSAYING ART - AN UNMETHODOLOGICAL METHOD FOR ARTISTIC RESEARCH by Emily Huurdeman

This research is about Artistic Research education. Artistic research is a relatively new academic field where science and art are integrated. But defining this institutionalized field, and the methods and evaluation criteria of its output, is highly debated. There is no one universal definition, criteria or evaluation for this in this educational field. Which isn't surprising considering that both the artistic as scientific element can consist of a vast verity and combination of fields, topics and disciplines[1]. But definitional difficulties are also inherent to the field because the scientific and artistic methodologies are subject to different criteria. Science needs to articulate its sources, as well as its relevance and its context, and it must provide clear argumentation. Furthermore, it is strictly bound to academic and ethical rules. Art is not constraint by these methods, ethics and rules. Can we integrate the scientific and artistic in a working method? The essay inherently embraces both the artistic and the scientific. It drifts in-between the subjective and the objective, the experiential and the intellectual. The essay expresses a train of thought, and critically reflects on those thoughts: it experiments and speculates. What if artists use the essay as an un-methodological research method? The artistic researcher approaches the topic of investigation essayistically; essaying art. The form of expression can encompass all possible artistic media, and all possible combinations of media like: writing; video; photography; sound; composition; performance and more. In order to put this theory to the test, I have formulated an elective course for first-year students of the research master Artistic Research at the University of Amsterdam (NL). In this experimental pilot, I investigate how an essayistic approach to artistic research could be practically used as an unmethodological method for developing individual Artistic Research form and approaches. This research describes, evaluates and critically reflects on the educational project and the theoretical debate in Artistic Research.

ACT 4

CARTOGRAPHY

DECLARATION OF ACTS

ACT 1

ACT 2

Blue blood line

ACT 3

Brown bag lunches

Café Chercher

OED Online:

1. Blood said to characterize old and aristocratic families (originally those of Spain). Hence: noble, aristocratic, or upper-class birth or lineage.

Basque region of Spain: "sangre azul"

"blue blood, n.". OED Online. December 2016. Oxford University Press. http://www.oed.com.proxy.uba.uva.nl:2048/view/Entry/320543?redirectedFrom=blue+blood (accessed March 06, 2017).

Team-teaching

for more videos see:

Clippings

Milo van der Maaden

I realized that I find the form of team-teaching a relevant, this will ensure that the teacher is more approachable and if there is a critical reflection of both teachers, there is less chance of an unconscious preferences or aversions in the classroom. It also allows for teaching by example, if the teachers change each other, open up discussion and don't necessarily have to agree, it creates more space for students to do the same. For this reason I decided to collaborate with an artist. Milo van der Maaden is currently based in London, but moving to Amsterdam in the summer. Milo has an art practice in the field of political art and performance art and is engaged in feminist and queer studies. I think our workmethod is very similar, though we have different fields of interest, we incorporate the theocratical and the artistic. We also have a similar artistic output; performance, video and installation, and for Milo also the medium of theater. Every Sunday we share our thought on the subject of education, so we get to know our personal, theocratical and artistic motivations. In the moth of June we will start by sharing each others readings and discussing them. In July we will look for additional readings in the context of education, and August we want to formulate a draf for an artistic research seminar for Bachelor and Master level art students. The idea is to develop a seminar deprived from the seminar I did with Christine at AVU Prague and to focus on combining the research and art practice though the process association. The seminar will be for Bachelor and Master students of art schools

I decided to join the Brown Bag Lunches at WDK

And m eoistle became the Diary entries

DIRECT ACT:

Café Chercher is an inter-diciplinary and inter-institutional platform, but could it also be exchange between different phases/levels of education?

We have had mainly master and PhD students presenting and performing, but I want to invite more bachelor students and invite more professors. To give empowerment to the bachalor students and to bring the professors to the same level of the students.

one proffessor

two Bachalor students

Nearly 85% of all human beings have RH positive blood. Their red blood cells contain a substance called the RHesus blood factor. This means the positive blood contains a protein that can be traced to the Rhesus monkey. (...) Only 15% of the entire world's population are known to have the RH negative blood factor. it is also the universal donar for blood to other bloodtypes.

An RH negative pregnant mother's body will reject her positive blooded baby in the womb. Her body fights the RHesus factor as a foreign element. A positive mother's body does not fight the negative baby she is carrying however.(?)

blue blood type Just about all of the European Royal families have the RH Negative (Rhesus Monkey Factor Negative, RH-) blood with a high degree of “O” type blood. ( O Rh-negative). The distribution of O RH-negative blood is less than 5% in total world population. RH-blood can contain elevated Copper levels when compared to all other blood types(?). Silver has one of the most powerful antibacterial properties of any substance naturally occurring.

(https://www.quora.com/How-did-the-term-Blue-Blood-come-about)