Spaces of Speaking: Liminality and Case-Based Knowledge in Arts Research and Practice
Challenging traditional formats for dissemination of scholarly work in the arts often means adapting creative works into text-based documents for assessment. Complexity in such discursive spaces of representation frequently results in unsatisfying outcomes. New materialist theories extend ideas beyond visual production and reproduction towards seeing social practice as an entanglement. The theoretical concept of encountering is introduced to interrupt stability of past recording platforms, enabling design of learning interventions in everyday routines. Three case studies of social cultural histories embodying video, pencil drawings, sound and video installation interrogate ways of encountering contemporary textuality. Each case presents a diverse approach to speaking as a synthesised knowledge protocol, reflexively speaking, reading and performing within liminal learning spaces. Uncovering the situated mechanics of production enables modification of an educators’ role. Speech conceived as artistic devices opens novel opportunities for change. Each case initiates action by recognising constrained acts of speaking/voice within cultural and geographic displacement. The role of educator in acknowledging self, then devising altered encounters to countermand prior invisibility or disparagement is highlighted. Like a doppelganger, it becomes possible to suspend authority yet simultaneously work with full knowledge of system rules, to challenge contested ideas across geographies of place and time.
KeywordsCultural Interface practice-led research spaces of speaking voice liminality encounter contemporary textuality environmental sensibility case study
The authors would like to acknowledge UNSW Sydney: Art & Design for two Learning & Teaching Innovation Grants, awarded to Snepvangers & Allas in 2014 & 2013. Thank you to Jesse-Ingrey-Arndell, Vic Chapman, Tess Allas and Lap-Xuan Do-Nguyen, for their contribution to this research.
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