Workshop: Konstfack Research Week

1 February 2018, 13:00–16:00

Index learning team will lead a workshop investigating how intimacy effects learning in contemporary art education. As artists, teachers, students and pedagogues how do we articulate the co-learning that happens in the intimate environs of workshops? How do we translate, share, amplify and articulate these processes and make available these learnings in other spheres? The workshop is part of Konstfack Research Week in the Visual Culture and Learning node, organised by Anette Göthlund and Tina Carlsson. For further details contact

Full program for ‘contemporary art for criticality and meaning making in school’

thursday 1 — friday 2 feb.
location: s1 + s6
maximum participants in workshops: 20 (requires pre-registration)
organized by anette göthlund and tina carlsson with guests lotta johansson,
jenny richards, emily fahlén, bronwyn bailey-charteris, emmeli person and
lisa nyberg

for more than a decade, the questions if, why and how contemporary art—and
its practices—has a place in school (preferably within the subject visual arts
education) have been widely discussed.
in 2005, moderna museet and lärarförbundet published the book
samtidskonst för lärare och andra intresserade (contemporary art for teachers
and others interested) targeting upper secondary school teachers with a best
practice approach. the book—albeit ideological and not based on empirical
findings—has been used to inspire innovation amongst visual arts teachers, as
well as teacher education at konstfack. from 2009 to 2012, the nordforsk funded
project cavic investigated the relationship between contemporary art and visual
culture in education. several doctoral theses have been written on the subject in
the nordic countries, most of them advocating the advantages stemming from
the use of contemporary art in school. and yet… why is it so hard to ‘make it
happen’?

this forms a background for the topic investigated in this node. to
form a critical discussion about the school subject visual arts and its relation
to contemporary art, our discussions will take as a starting point the two
following questions: how does criticality and meaning making interconnect
with the history of arts subjects in the sense of working with ‘classic’ knowledge
about drawing and painting? what competences do we think children and
young persons can develop working with contemporary art and how can the
subject of visual arts contribute to this?

thursday schedule
9.00 — 9.15
introduction
by anette göthlund and tina carlsson
location: s1
9.20 — 10.30
challenging the obvious
lecture with lotta johansson
location: s1
this introductory lecture offers a theoretical framework for the following
workshops and presentations, introducing an ‘education of becoming’ and how
thoughts of deleuze and guattari can produce possibilities to elaborate with
traditional pedagogical questions.
11.00 — 12.00
working with pedagogical programmes within the art space
presentation by emily fahlén and jenny richards
location: s1
how can we look upon the relationship between contemporary art
and education from the context of the art space? today we can find art
organizations, both big and small putting considerable effort into producing
ambitious pedagogical programmes. emily fahlén and jenny richards will
present a number of case studies drawing on their experiences of working in
the arts in sweden. the presentation will discuss the different approaches and
forms of collaboration they have developed and experimented with as well as
the struggles and limitations of working within the art context.

*13.00 — 16.00
intimacy and learning
workshop with bronwyn bailey-charteris and emmeli person*
location: s1
this workshop will look at the way intimacy effects learning in contemporary
art education programmes. as artists, teachers, students and pedagogues,
how do we articulate the co-learning that happens in the intimate environs
of workshops with young people? how do we translate, share, amplify and
articulate these processes and make available these learnings in other spheres?
this workshop is both practical and reflective, with a focus on the ‘index
residents’ program and in particular the object translation workshops that
were part of the learning program for the artist beth laurin’s recent exhibition,
provisorium, at index in stockholm.

friday schedule
9.00 — 12.00
pedagogies of the unknown
workshop with lisa nyberg
location: s6
this workshop explores how art can help us imagine the unknown. why is this
of any importance? how can contemporary art point out a direction and how
can we who teach art and visual arts work with a pedagogy of the unknown in
our teaching?

13.00 — 16.00
what have we heard, what have we experienced, what have we been thinking?
location: s1
in this closing session everyone who has participated sometime and with
something during the two days, are invited to contribute with reflections and
thoughts.

bronwyn bailey-charteris is an australian born, stockholm
based artist, who works with poetics and politics.
originally trained as a performance maker, she now works
collaboratively, curatorially and has a writing practice. her
interests are focused upon academic research, publications and
exhibitions. currently she is curator of learning at index and a
member of doch school of dance and circus teaching staff in
art writing and theory.

tina carlsson is a visual artist working as senior lecturer
at the ‘ibis’ programme at konstfack. she is educated at
fotohögskolan and konstfack and works with text and
photography that explore cultural policy and questions
connected to contemporary art, representation and education.
in her licentiate thesis the sky is blue (2011) she explores through
different forms of texts and visual art the matter of research in
the field of artistic research.

emily fahlén works in the borderland between the
organizational, curatorial and pedagogical, with collaboration
as a core value and method used to develop both local and
international art projects. she is one of three artistic directors
for the luleå biennale 2018 and was previously (2011—2018)
mediator and producer at tensta konsthall. since 2013 she has
been the coordinator for the silent university stockholm—
an autonomous knowledge platform by refugees, asylum
seekers and migrants. since 2017 she is also a member of the
independent organization cpkc (center for post-colonial
knowledge and culture) in berlin.

anette göthlund is professor at the department of visual
arts and sloyd education at konstfack since 2005. she holds
a phd in communication from linköping university and the
interdisciplinary research department ‘tema kommunikation’
(1997). with a background in art history and visual culture
studies, her research has combined this with youth culture,
gender studies and ethnography. recent research projects focus
on knowledge, performativity and location. she is a teacher in
and co-funder of the international master’s programme nordic
visual studies and art education (nova), and the master’s
programme ‘visual culture and learning with orientation art
education’. her teaching is focused on research methodologies,
theory, visual culture and visual ethnography.

lotta johansson is associate professor at the department
of art, design and drama at oslo and akershus university
college of applied sciences, norway. she is interested in the
transformative forces inherent in an education beyond stabile
subjects and given structures. her doctoral thesis from 2015 is
titled a pedagogy of becoming: challenging the obvious: a postqualitative
approach to the pedagocial opportunities of the not-yetseen
(tillblivelsens pedagogik: om att utmana det förgivettagna:
en postkvalitativ studie av det ännu-icke-seddas pedagogiska
möjligheter), presented at lund university.

lisa nyberg is a visual artist based in malmö. she explores the
radical possibilities of pedagogy and performance through
processes that involves collective, utopian, transgressive,
intersectional and critical practices. in her work, she is
addressing cultural and educational canons, by examining
the production, position and transmission of knowledge. this
means creating situations and structures where learning can
take place, as well as intervening in existing structures and
institutions. her work takes the form of self-organized spaces,
institutional processes, workshops, lectures, performances,
videos, books and sound pieces.

emmeli person is a stockholm based artist currently working
with the learning program at index. recently a graduate from
konstfack, her practice focuses on the intersection between
visuality and learning, mapping and enacting processes of
reification, common in contemporary visual culture.
jenny richards is a curator, writer and phd candidate at the
‘art, technology and design’ programme at konstfack and kth
royal institute of technology. her research, writing and projects
focus on the politics of work and collaborative practice. she
collaborates with sophie hope on the practice-based research
project manual labours exploring physical relationships to
work. since 2017 she has been curator of marabouparken
konsthall, stockholm and was previously co-director of
konsthall c, stockholm where together with jens strandberg
she developed home works, an exhibition program exploring
the politics of domestic work and the home.

Download full program here
.