TUESDAY 18TH FEBRUARY 2003

GENERAL DISCUSSION - AM

GENERAL DISCUSSION

Methodologies
Ways of teaching and learning > shifts in education>consciousness about methods>can be named and matched
How published/how groups work?

Language
Jargon
Terminology
Human endeavour
Terminology excludes clichés

Science and Art
Which more radical?
Art - maverick but marginalised
Science - extreme and authorised

Ethics
Intuition
Unnameable
Chaotic systems v hierarchical

Terminologies
Language - words, physical
Intuitions

Ambiguity versus Clarification
How much do people want to examine their unconscious processes?

Funding >>>>> risk aversion v risk orientation: dynamic
Failure
Shared between arts and science practice> strip away to take more> negotiation

Inspiration
Moment
Can be shared and open
Beyond ‘u’
Conscious/theory/imposed/merge with unconscious
Group stimulation
Spark
Flow/Liquid/Business of Alchemy> start (fix)~~~~~~~~flow~~~~~~~~~~end (fix)

Personal politics

Communication ~~~~~~~balance~~~~~~~~~~~~+ risk aversion factors

(New) consciousness - flow. fluid. Flow.risk.often contra. to the below the line objectives

Financing ~professional~outcomes~product~placement~audience

Shifts in consciousness not yet common - contra to flow

• moments when consciousness shifts and reproducing these points
• sharing of moment of inspiration and expansion
• loss of self for audience and audience consciousness

BIO
When at one with machine
When bio and tech cease to be of a different metal

PROCESS (methodology)
At point of maximum convergence (creative point)
Engaged in action
Impossible to work out who did what

• leave with own clothes
• design each other?
• Swap?

Points of loss of mystery - disappointments and pleasures> how to keep engagement
Passion of moment
Suspension of displeasure to see into other creative disciplines
Long haul - how to keep going > intuitive, unconscious processes

When and where is the theory/concept useful?
When to use ‘physical’ methods to break through?
Weave between empirical and emotional?

Visualisation
Diffusion
Arts and science links

PR - public perceptions, simplification, communication skills> artist potentials to enable communications

Artists and science> terminology
Rigorous methods
Objective
Research
Hypothesis

SCI-FI = SCI-ART
Not referenced in academia

FUN
MOTIVATION -> creative urge

DESIRE - the driver. Why certain investigation?

EDUCATION
Science turn off
But in Higher Education rigorous
Education/Arts

WHAT IS SAME? WHAT IS DIFFERENT?

Science - Art

• Rigorous
• Trained
• Researching
• Examining

CONVERGENCE>CONFLATION
Divergence
Artists

Miss
Doubt
Irrational
Questions
Not clinical
Unclear
Maverick
Political choice

PhD has meant artists have had to adopt methodologies of science - problem? The way art is taught.

Artist in academic framework
Artists in research framework
What is your methodology?

• How do you theorise it - if you do?
• What are the processes you go through in your work?

Collaboration - some come easy. Some very big problem - must be important

How does a nature of enquiry come together?

• sometimes very particular models e.g. development model
• sometimes highly collaborative but goal orientated
• sometimes collaborators just reference points
• sometimes work together problem
• sometimes work side by side

Black hole, Crisis. Splat against wall.

OUTCOMES/GOALS

• deliberately, openly, clearly defining what we/u might do - being explicit
• some collaborations are easy, are awkward, long term, short term yet can be the best. Crisis is important. MESS AND MISERY TO MAGIC not always result.

Group work

• form
• norm
• storm
• perform

TRUST
Underlying
Clean goal

• how to choose to live your life
• redefining professionalism
• exploring un/consciousness
• common sense or constant evaluation
• awareness improves working process