- Department of Educational Studies
Goldsmiths, University of London, New Cross, London, SE14 6NW, UK
This is a call for contributions to a Special Issue of Humanities, which will present research and research processes that are embodied, affective, and relational to explore the complex materialities of bodies. Contributions might explore... more
This is a call for contributions to a Special Issue of Humanities, which will present research and research processes that are embodied, affective, and relational to explore the complex materialities of bodies. Contributions might explore this topic through a focus on methodology, theoretical framework/s, or political positioning-such as through bodies immersed in social relations of power. This Special Issue aims to examine how we are always within bodies, and how research assemblages work the entanglements of bodies within matter, bodies within theory, bodies within practice, bodies within research, and bodies within other bodies-to develop the new, disrupt the current, and bring together knowledges and understandings of embodiment across disciplines and place-worlds.
Research Interests:
b r u i s e b r u i s e s b r u i s i n g. This image with text is a practice research assemblage where I am exploring and learning to understand the intra-actions of my body with the materials of lifting (powerlifting and... more
b r u i s e
b r u i s e s
b r u i s i n g.
This image with text is a practice research assemblage where I am exploring and learning to understand the intra-actions of my body with the materials of lifting (powerlifting and weightlifting) and how we learn with and are taught by materials, an embodied and material pedagogy. For this work, this making, a bruise, bruises, bruising are markings of learning that teach-to push and punch into new learning spaces.
day. month. year. place.
Page, T. (2021). bruise. body with bar. (image-text)
b r u i s e s
b r u i s i n g.
This image with text is a practice research assemblage where I am exploring and learning to understand the intra-actions of my body with the materials of lifting (powerlifting and weightlifting) and how we learn with and are taught by materials, an embodied and material pedagogy. For this work, this making, a bruise, bruises, bruising are markings of learning that teach-to push and punch into new learning spaces.
day. month. year. place.
Page, T. (2021). bruise. body with bar. (image-text)
Research Interests:
‘Where are you from?’ This question often refers to someone’s birthplace, childhood home or a place that holds significance. The location that is offered in response to this question is more than a means of orientation; it is a lived... more
‘Where are you from?’ This question often refers to someone’s birthplace, childhood home or a place that holds significance. The location that is offered in response to this question is more than a means of orientation; it is a lived place that has complex meanings that identify and are learned. The significance of place and belonging to our lives is often overlooked, yet it is key to understanding who we are, both individually and collectively. Through embodied and material practice research, underpinned with theories of new materialism, this monograph will enable the reader to learn and understand how our ways of knowing and learning place and belonging are entangled with embodied and material pedagogies, and how our bodily engagements in and with the material world are intra-actions of the who with the where. The aim of this project is to: explore these entanglements through vitalist accounts of matter as agentive, demonstrate the complex pedagogy between bodies, places and everyday social relations of power and to argue that place is the very experiential fact of our existence but, it is also a necessary one.
ISBN. 9781474428774
https://edinburghuniversitypress.com/book-placemaking-hb.html
ISBN. 9781474428774
https://edinburghuniversitypress.com/book-placemaking-hb.html
Research Interests:
sounding. body with bar-plate-rack is a film with text of an ongoing research assemblage. I am seeking to understand the intra-actions of my body with the materials of lifting, bars, plates and rack, learning what my body can do and how I... more
sounding. body with bar-plate-rack is a film with text of an ongoing research assemblage. I am seeking to understand the intra-actions of my body with the materials of lifting, bars, plates and rack, learning what my body can do and how I learn with and am taught by these materials, an embodied and material pedagogy.
http://tenderfoot.co.uk/tara-page-front-page/
https://www.tarapage.org/sounding
http://tenderfoot.co.uk/tara-page-front-page/
https://www.tarapage.org/sounding
Research Interests:
Tara Page’s visual-poetic-text shares ideas and practices that explore the potential and possibilities of placemaking, where through the method of embodied poetic practices and performances, a deep mapping of the very intra-actions of... more
Tara Page’s visual-poetic-text shares ideas and practices that explore the potential and possibilities of placemaking, where through the method of embodied poetic practices and performances, a deep mapping of the very intra-actions of matter and meaning are made visible-known-learned. Place is often something that is hidden, nuanced and ever-changing, and our intra-actions with place are made and remade through the everyday repeated social and material practices of the body. Using individual and collaborative embodied poetic practice enables the capturing, learning and sharing of these hidden, and subtle ways of knowing and learning place.
Open Access
https://maifeminism.com/embodied-poetic-methods-to-learn-placemaking/
https://www.tarapage.org/the-potential-and-possibilities-of-the-between (practice)
Open Access
https://maifeminism.com/embodied-poetic-methods-to-learn-placemaking/
https://www.tarapage.org/the-potential-and-possibilities-of-the-between (practice)
Research Interests:
Research and art/s production practices are modes of thought already in the act. Contemporary arts practices call us to think anew, through remaking the world materially and relationally. Building on this ethos of practice as thought... more
Research and art/s production practices are modes of thought already in the act. Contemporary arts practices call us to think anew, through remaking the world materially and relationally. Building on this ethos of practice as thought already in the act, this Special Issue responds to the increased attention being paid to the intra-action, diffraction and spaces between, practice and research, practice and theory. The aim of this collection is to shift the focus from the subject and/or the object to their entanglement and the action between. It is also to examine how, not only are we always with/in bodies, we are always with matter. So, not only do we make matter and meaning, it also makes us; we are entangled, co-implicated in the generation and formation of knowing and being. This collection works these intra- actions of bodies with matter, theory with practice, practice with research, to develop new approaches and bring together a collective knowledge and understanding of these activities. Open Access
https://maifeminism.com/feminist-new-materialisms-the-mattering-of-methods-editors-note/
https://maifeminism.com/feminist-new-materialisms-the-mattering-of-methods-editors-note/
Research Interests:
Through bodies with matter, we are always making, performing and learning, so material pedagogy(ies) are embodied; they are intra-actions between bodies and matter, where with matter, bodies are being taught and are learning. But as... more
Through bodies with matter, we are always making, performing and learning, so material pedagogy(ies) are embodied; they are intra-actions between bodies and matter, where with matter, bodies are being taught and are learning. But as learners, we are not always conscious of this intra-action or able to easily articulate it. The intention of this paper is to explore and share the creative acts of learning and teaching of bodies with matter and between spaces, where matter teaches us what it can and cannot do—a material pedagogy. Underpinned by new materialist scholarship, where socio-materiality is emphasised, this paper focuses on the relationalities of learning and teaching so that we can become conscious of our ways, materials and spaces of pedagogy. From this, we can then ensure that we explicitly acknowledge and support the creation of these places to enable a sustained pedagogic engagement for all learning environments that can be transformative and emancipatory.
Open Access https://www.mdpi.com/journal/arts/special_issues/pedagogies_art
Open Access https://www.mdpi.com/journal/arts/special_issues/pedagogies_art
Research Interests:
Page, T. (2016/2019-published). the potential and possibilities of the between. [Visual poem]
https://www.tarapage.org/the-potentials-and-possibilities-of-the-between
https://www.tarapage.org/the-potentials-and-possibilities-of-the-between
Arts, Pedagogy and Cultural Resistance brings cultural studies’ perspectives to bear on Arts practices. Each contribution synthesizes creative approaches to philosophy and new materialist understanding of practice to show how... more
Arts, Pedagogy and Cultural Resistance brings cultural studies’ perspectives to bear on Arts practices. Each contribution synthesizes creative approaches to philosophy and new materialist understanding of practice to show how human-nonhuman interaction at the core of Arts practice is a critical post human pedagogy.
Across fine art, dance, gallery education, film and philosophy, the book contends that certain kinds of Arts practice can be a critical pedagogy in which tactical engagements with community, space, place and materiality become means of not only disrupting dominant discourse but also of making new discourses come to matter. It demonstrates how embodied, located acts of making can materially disrupt cultural hegemony and suggest different ways the world might materialize. It argues that the practice of Arts making is a post human cultural pedagogy in which people become part of a broader assemblage of matter, and all aspects of this network are solidified in objects or processes that are themselves pedagogical. In doing so the book offers a fresh and theoretically engaged perspective on arts as pedagogy.
Across fine art, dance, gallery education, film and philosophy, the book contends that certain kinds of Arts practice can be a critical pedagogy in which tactical engagements with community, space, place and materiality become means of not only disrupting dominant discourse but also of making new discourses come to matter. It demonstrates how embodied, located acts of making can materially disrupt cultural hegemony and suggest different ways the world might materialize. It argues that the practice of Arts making is a post human cultural pedagogy in which people become part of a broader assemblage of matter, and all aspects of this network are solidified in objects or processes that are themselves pedagogical. In doing so the book offers a fresh and theoretically engaged perspective on arts as pedagogy.
Research Interests:
Practices, teaching and art production practices are modes of thought already in the act. Contemporary arts practices call us to think anew, through remaking the world materially and relationally. Building on this ethos of practice as... more
Practices, teaching and art production practices are modes of thought already in the act. Contemporary arts practices call us to think anew, through remaking the world materially and relationally. Building on this ethos of practice as thought already in the act, this collection from practitioner arts educators and cultural theorists responds to increased attention being paid to matter and creativity in social sciences and humanities research, often referred to as new materialism. This collections calls for an embodied, affective, relational understanding of the research process where an intersection of making and thinking is important. In this collection, we show that the way making impacts on thinking is a material pedagogy.
This film is the mapping of the entangled ways and places of artist teacher. Underpinned by new materialist scholarship after Barad (2007) Braidotti (2000) and Barrett and Bolt (2012) the focus is not on the individuals’ practices but the... more
This film is the mapping of the entangled ways and places of artist teacher. Underpinned by new materialist scholarship after Barad (2007) Braidotti (2000) and Barrett and Bolt (2012) the focus is not on the individuals’ practices but the relationalities of learning, bodies- sensation and memory; through the mapping praxis we become conscious of our ways, materials and spaces.
Page, T. (2014). The writing is on the walls. [Film].
Page, T. (2014). The writing is on the walls. [Film].
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post-age-16 context. The aim of the project was to: explore contemporary art and design practices;... more
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post-age-16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post-age-16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner–teacher
identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom,
understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.
identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom,
understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.
Research Interests:
Research Interests:
The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of the artistic and pedagogical practices of students on a recently established Artist Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the motives... more
The United Kingdom Artist Teacher Scheme (ATS) commissioned a study of
the artistic and pedagogical practices of students on a recently established Artist
Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the
motives and objectives teachers/educators have for undertaking this ATS MA
programme, the impact the programme had on their artistic and pedagogical
practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was
found that the ATS MA’s strength lies in the development of communities of
practice and peer support, artist teachers’ renewed confidence in their extended
artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.
Keywords: artist teacher; professional development; pedagogy; communities of
practice.
https://www.tandfonline.com/doi/full/10.1080/02619768.2011.565324?needAccess=true&instName=Goldsmiths
the artistic and pedagogical practices of students on a recently established Artist
Teacher Scheme MA (ATS MA). The aims of this study were to: investigate the
motives and objectives teachers/educators have for undertaking this ATS MA
programme, the impact the programme had on their artistic and pedagogical
practices and their pupils’ learning; and make recommendations for future development of ATS MA programmes. Through the analysis of questionnaires it was
found that the ATS MA’s strength lies in the development of communities of
practice and peer support, artist teachers’ renewed confidence in their extended
artistic and pedagogical practices, the professional development of artist teachers, and significant development of the art and design curriculum.
Keywords: artist teacher; professional development; pedagogy; communities of
practice.
https://www.tandfonline.com/doi/full/10.1080/02619768.2011.565324?needAccess=true&instName=Goldsmiths
Research Interests:
This book is based on a one-year research project undertaken by Goldsmiths, Tate Modern and their partnership teachers. Funded by the National Endowment for Science, Technology and the Arts (NESTA), the project set out to discover and... more
This book is based on a one-year research project undertaken by Goldsmiths, Tate Modern and their partnership teachers. Funded by the National Endowment for Science, Technology and the Arts (NESTA), the project set out to discover and test innovative approaches to teaching and learning in schools through contemporary art practices. The project was initiated in response to previous research by the National Foundation for Educational Research and the National Association for Gallery Education, both of whom established the need for, and the benefits of, teaching through contemporary art. Consequently the research focused on the practical application of new teaching methods with contemporary art in the classroom. Schools taking part were state funded primary, secondary and special schools in London and Liverpool.
https://www.amazon.co.uk/Teaching-Through-Contemporary-Jeff-Adams/dp/1854378120
https://www.amazon.co.uk/Teaching-Through-Contemporary-Jeff-Adams/dp/1854378120
Research Interests:
This article discusses the results of a one-year study in a physically isolated school community in Queensland, Australia. The decision-making processes in the selection of school subjects became the focus for interviews conducted with... more
This article discusses the results of a one-year study in a physically isolated school community in Queensland, Australia. The decision-making processes in the selection of school subjects became the focus for interviews conducted with the school community (students, parents, and teachers) and the vehicle for identifying the held conceptions of art education programs. The school community's conceptions of art education programs were examined and analyzed resulting in the identification of four categories: (a) cognitive abilities and expression, (b) the enjoyment of practical tasks, (c) employment for girls, and (d) the lack or existence of theory within the art education programs. The results suggest that the rural and remote geographical location of an Australian community has an influence on the held conceptions of art education. https://doi.org/10.1080/00393541.2007.11518723
Research Interests:
The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in... more
The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in the classroom. We explored questions with eleven teachers, from both primary and secondary schools, during the Autumn of 2004. Although the cultural/ethnic context of the schools the teachers worked within was diverse, they shared a commitment to working with contemporary art in the classroom and exploring new pedagogies in this field. Their engagement with contemporary art and their revealing and compelling experiences are documented, contextualized and summarized. Samples of the
discussions form the substance of this article. This is preceded by an analysis of the success of socially-orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of
contemporary art, as well as the means by which new learning methods may be facilitated.
discussions form the substance of this article. This is preceded by an analysis of the success of socially-orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of
contemporary art, as well as the means by which new learning methods may be facilitated.