LEAF Art and Science Cloud Curriculum workshop edited notes from invited presenters;
\nSuzanne Anker
\nDavid Familian
\nBarry Perlus
\nParticle group: Diane Ludin and Ricardo Dominguez
\nPaula Horrigan<\/p>\n
1. Scientists think folly is involved if they invite artists in \u2013 fear of looking less than serious<\/p>\n
2. Rapid prototyping \u2013 questions about how does this works in the art lab<\/p>\n
3. Bridges between natural world and art and art history (justifications for the new forms?)<\/p>\n
4. there many kinds and levels of collaboration \u2013 many forms should be acknowledged — expanding both participants practices<\/p>\n
5. Language issues and what peoples expectations are \u2013 what is outsiders view of art \u2013 especially the educators<\/p>\n
6. Assessment was a challenge — -qualitative and quantitative assessment \u2013 qualitative not as respected<\/p>\n
7. Deep play<\/p>\n
8. Artists don\u2019t identify with the typical lab scientists \u2013 white coat, goggles<\/p>\n
9. is it a concurrent degree rather than a single degree \u2013 what does the study look like if they are interested \u2013 two distinct degrees or a hybrid? MFA committee structure is<\/p>\n
10.Galleries as site of intervention inside lab space<\/p>\n
11.Assignment of gestures to students \u2013 assignments to intervene\u2014using systems of art to dislocate science \u2013 think in low-fi way<\/p>\n
12.How do we allow artist to hold or cling to their discipline? (in their attempt to transcend) how does this empower artists<\/p>\n
13.How to rule breakers create a program for rule breaking?<\/p>\n
14.Artists produce knowledge in ways that are quite different from scientists<\/p>\n
15.Is evidence important in the outcome of bridging art and science<\/p>\n
16. Ecology \u2013 how in it what community are students in?<\/p>\n
17. Presence – embodiment<\/p>\n
18. Phenomenology<\/p>\n
LEAF workshop<\/p>\n
9\/20<\/p>\n
Paul<\/p>\n
Spread of the PhD
\nNetwork of art practitioners attending at digital art festivals to use the events as an opportunity to develop art and sci curriculum<\/p>\n
Robert Hook \u2013 drawing from looking down the microscope \u2013 analogy between cells, monastery, relationship between things \u2013<\/p>\n
Media art is one element on the palette of what art can do<\/p>\n
Now interested in transdiciplinarity — transdiciplinarity art web site = beyond all disciplines<\/p>\n
Roy Ascott- Ontario school of art curriculum<\/p>\n
\u201cTransdisciplinarity nomad\u201d<\/p>\n
What do they need to know to be a transdisciplianry nomad?<\/p>\n
What are the things we want to put into the cloud that can be brought down to the student who is the localized nomad?<\/p>\n
How do we turn these points into curriculum?<\/p>\n
Define quintessential course aims and objectives
\nDefine how the attributes discussed can be incorporated in to weekly assignments
\nRelevant teaching strategies and methods of developing learning outcomes?<\/p>\n
Suzanne Anker<\/p>\n
Bioart.sva.edu<\/p>\n
Bioart? Contested term.<\/p>\n
Intersection of rise of molecular imaging and technology — scenarios of ALTERING LIFE<\/p>\n
Influence of new technologies and emergent systems<\/p>\n
Overlaps of life and artistic concerns \u2013 bio imaging<\/p>\n
Wet lab —<\/p>\n
1) Scientists think folly is involved if they invite artists in \u2013 fear of looking less than serious<\/p>\n
Symbiotic universe \u2013<\/p>\n
Fluorescent bacteria — many are interested in<\/p>\n
2) Rapid prototyping \u2013 questions about how does this works in the art lab<\/p>\n
3) bridges between natural world and art and art history (justifications for the new forms? )<\/p>\n
4) critical debate<\/p>\n
David Familian<\/p>\n
\u201cObjects of Wonder\u201d – exhibition at Beall Center UC Irvine<\/p>\n
1) there many kinds and levels of collaboration \u2013 many forms should be acknowledged \u2013 pure technical to deep sharing ideas \u2013 expanding both participants practices<\/p>\n
2) projects \u2013 based \u2013 can artists or what kinds of artists can easily collaborate with scientists<\/p>\n
3) deep collaboration: creating educational programs camps\u2014high school programs \u2013 are these possible projects?<\/p>\n
4) Language issues and what peoples expectations are \u2013 what is outsiders view of art \u2013 especially the educators<\/p>\n
5) assessment was a challenge — -qualitative and quantitative assessment \u2013 qualitative not as respected<\/p>\n
6) funding? NSF? Appropriate? Where?<\/p>\n
Synthetic biology art show \u2013 in spring calls —<\/p>\n
Barry Perlus<\/p>\n
Is it science visualization?<\/p>\n
What will translate?<\/p>\n
1) Deep play
\n2) artists don\u2019t identify with the typical lab scientists \u2013 white coat, goggles<\/p>\n
3) is it a concurrent degree rather than a single degree \u2013 what does the study look like if they are interested \u2013 two distinct degrees or a hybrid? MFA committee structure is
\n4) no formal structure to do the hybrid study<\/p>\n
Particle group<\/p>\n
Diane Ludin<\/p>\n
Ricardo<\/p>\n
Value of autonomous research out side of the university \u2013 importance<\/p>\n
1) Community to art relationships \u2013 community research initiatives –systems of artists to research in the streets (electronic disobedience)<\/p>\n
2) galleries as site of intervention inside lab space<\/p>\n
3)assignment of gestures to students \u2013 assignments to intervene\u2014using systems of art to dislocate science \u2013 think in low-fi way<\/p>\n
Paula Horrigan<\/p>\n
1)Is there a Social dimension of art\/sci<\/p>\n
2) space of blending \u2013 the whole picture representation<\/p>\n
3) how do we allow artist to hold or cling to their discipline? (in their attempt to transcend) how does this empower artists<\/p>\n
4) artists make things to make meaning \u2013 not just to make things<\/p>\n
5) transgression of models could be key<\/p>\n
6) place as complex worlds concept<\/p>\n
7) how to rule breakers create a program for rule breaking?<\/p>\n
8) Artists produce knowledge in ways that are quite different from scientists<\/p>\n
Is evidence important in the outcome of bridging art and science<\/p>\n","protected":false},"excerpt":{"rendered":"
LEAF Art and Science Cloud Curriculum workshop edited notes from invited presenters; Suzanne Anker David Familian Barry Perlus Particle group: Diane Ludin and Ricardo Dominguez Paula Horrigan 1. Scientists think folly is involved if they invite artists in \u2013 fear of looking less…<\/p>\n","protected":false},"author":99,"featured_media":0,"parent":2687,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2689","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/2689","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/comments?post=2689"}],"version-history":[{"count":2,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/2689\/revisions"}],"predecessor-version":[{"id":2737,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/2689\/revisions\/2737"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/2687"}],"wp:attachment":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/media?parent=2689"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}