HELEN KELLER SPEAKS OUT

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ReViewing BlackMountain College 2024

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super excited to be speaking at an art-school in America ever since living in North Carolina in the early 90s I have wanted to be part of the Black Mountain College community, Robert Rauchenberg, Anni Albers, John Cage, Merce Cunningham, all alumni of this Bauhaus inspired arts school. Here is a sneak peek of my paper abstract for this conference in October 2024.  North, South, East, West:  Connecting Art Students Through Bernstein’s Borderlands North-South-East-West denotes the reach of the Bauhaus pedagogic method. Black Mountain College is the key to unlocking Modernism in the arts in America between the 1930s and 1950s. This qualitative arts-based research paper is set in a Bauhaus inspired art school in the North of the UK where my parents were lecturers and I also am a lecturer. Yeomans (1987) writes that, key Bauhaus lecturers escaped from Nazi Germany in the 1930s and were welcomed by Black Mountain and UK art schools. My question is, does grounding international arts ...
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          very excited to announce I have a chapter published in this book                                              © 2022 Access and Widening Participation in Arts Higher Education Practice and Research Editor:  Samantha Broadhead One of the few books to address Access and WP from an arts practitioner perspective. Builds on previous work in Access and WP from a perspective that is contextualized in the current political climate. Covers policies and practices that impact on inclusive and diverse art
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Practice as Research; Thinking Through Theory “Practice as research not only produces knowledge that may be applied in multiple contexts, but also has the capacity to promote a more profound understanding of how knowledge is revealed, acquired and expressed.” (Barrett and Bolt, 2007). Art practice, being a craftsperson, a chef, a coder, a writer, a landscape gardener or equally a teacher creates tacit knowledge, as Hyland, (2018) puts it, a thinking hand. Practice led  research has the possibility to extend understanding of the role of experiential, problem-based learning ( Barrett and Bolt, 2003) and there is real potential for situated knowledge and personally motivated understandings that could demonstrate how knowledge is revealed and acquired. This practice led research gives the participant when they reflected upon it, a deeper way of knowing and an illumination of the winding path of understanding of how it is that they know what they know, Barrett and Bolt (...
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