| 1. |
- Bowman, Jason E., 1967
(författare)
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Speaking Mandy
- 2014
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Ingår i: European Artistic Research Network Conference: Thinking on Stage, May 2 2014, National College of Art and Design, Dublin, EIRE.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I will present at the very beginning of a research process, towards the making of a new art work through which I aim to interrogate the heritage of the phonocentric Oralist tradition in the education of Deaf people. I seek to ‘read’ and deconstruct Alexander McKendrick’s film, Mandy (1952) through a co-participatory process - with Deaf people educated through Oralism and of the same generation as the child protagonist in the film - to question the advocacy of entry into the symbolic via the ‘spoken’ and ‘speech-identification’ and its relations to psychoanalytic and inter-subjective, spectator-focused film theory. Through mimetic and performative processes inherent to Oralism (such as speech-reading, lip-reading, ventriloquism, echo-practice, dubbing and lip-synchronisation) I aim to adapt Mandy - itself an adaptation of Hilda Lewis’ novel, 'The Day is Ours' (1947) – in ways that reveal the psychoanalytic dynamics of shame at play in Oralism’s delineation of Deafness as a culture and its adherence to Deafness as a disability.
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| 2. |
- Leach, Maddie, 1970
(författare)
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Engaging with Place: Ruin, Memory, Regeneration : Att hämta vatten – The Fountain: An art-technological social drama
- 2022
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Ingår i: The Curatorial Thing: Audacious Landscapes. - Copenhagen, Denmark : SixtyEight Art Institute.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- AUDACIOUS LANDSCAPES took place in Copenhagen 1 – 8 October 2022, with workshops and lectures led by invited culture, science, and technology professionals. The symposium's goal was to move participants’ thinking from art histories of grief to imaginative proto-histories of thriving in profoundly changed ecosystems and to move critical inquiry from a modernising to an ecologising mindset. The aim was to find a triad of art histories, climate narratives, and innovative spatial-natural theories that could enable a new climate art history. The paper ´Att hämta vatten – The Fountain: An art-technological social drama' was presented as part of a panel with the theme of Engaging with Place: Ruin, Memory, Regeneration.
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| 3. |
- Bowman, Jason E., 1967
(författare)
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De-Imagining Critical Communities
- 2015
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Ingår i: Community Arts? Learning from the Legacy of Artists' Social Initiatives Conference, Liverpool, 1st of nov.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I contributed a presentation and moderated a session. This daylong event brings together distinguished thinkers and practitioners from the field of community arts, in order to discuss the legacy of such practices in the light of a renewed interest in socially engaged art. This event will re-open conversations and instigate new ones, ensuring that important work undertaken in the 1970s and 1980s continues to resonate. Speakers: Assemble, Ania Bas, Sonia Boyce, Jason E. Bowman, Polly Brannan, Anna Colin, Anna Cutler, Rosie Cooper, Janna Graham, Granby 4 Streets Community Land Trust, Jeanne van Heeswijk, Homebaked, Sophie Hope, Nina Edge, Bill Harpe, Wendy Harpe, Loraine Leeson, Angela McKay, Andrea Phillips, Laura Raicovich, Alan Read, Frances Rifkin, Sally Tallant, Nato Thompson and Ed Webb-Ingall. This event is part of a weekend of programmes in Liverpool and beyond that considers current approaches in socially engaged art
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| 4. |
- Bowman, Jason E., 1967
(författare)
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Expert Panelist : Visible Art Award
- 2015
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Ingår i: Visible Award Parliament.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I was invited as an expert panelist for the Visible Award. The Visible Award is the first international production award devoted to art work in the social sphere, that aims to produce and sustain socially engaged artistic practices in a global context. Part of the broader research project, aims to research, support and offer a discursive and productive platform to innovative artistic projects that are able to become visible also in fields other than the artistic ones.
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| 5. |
- Jensen, Stefan, 1986
(författare)
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Fotografi bortom väggen : Photography beyond the wall
- 2023
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Ingår i: Stadsbiblioteket.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I samband med utställningen Sea of Files med årets Hasselbladspristagare Dayanita Singh bjuder vi in till ett samtal om ”fotografi bortom väggen.” Dayanita Singh utmanar regelbundet konventioner över hur fotografier presenteras, förvaras och cureras. Detta synliggörs bland annat i de rumsliga installationer genom vilka hennes fotografier blir till arkitektoniska kroppar som dikterar rörelser i rummet, genom sina innovativa fotoböcker och portabla ”mini-museum”, samt i hennes egna idéer om att frigöra fotografiet från sin statiska roll på väggen för att i stället låta det ta plats som en föränderlig del i rummet. Det här samtalet undersöker fotografiets olika presentationsformer, bortom den mer konventionella hängningen på väggen. Det kan exempelvis handla om alternativa hängningar, installationer, projektioner, böcker, film, curering av fotografiska konstutställningar och andra tankar och idéer som dyker upp i relation till temat ”fotografi bortom väggen.”
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| 6. |
- Jensen, Stefan, 1986, et al.
(författare)
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Radioaktivitet och fotografi
- 2023
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Ingår i: Vetenskapsfestivalen.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Fotografen och konstnären Sara Linderoth fotograferar platser som har höga halter av radioaktiva ämnen och gör autoradiografier med växter, svampar och jordprov. Här berättar hon och visar exempel på sitt arbete. Stefan Jensen, fotograf och curator på Hasselbladstiftelsen ger en introduktion till kopplingen mellan radioaktivitet, fotografi och konst. Finns tillgängligt på URPlay. Inspelat den 20 april 2023 på Stadsbiblioteket i Göteborg. Arrangör: Vetenskapsfestivalen.
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| 7. |
- Belgrano, Elisabeth, 1970
(författare)
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'Lasciatemi morire' & 'Rochers vous etes sourds': interpreting Arianna's tears, sighs and pain by investigating Italian and French ornaments through vocal practice-based research
- 2009
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Ingår i: Singing Music from 1500 to 1900: style, Technique, Knowledge, Asssertion, Experiment. 7-10 juli 2009. National Early Music Association International Conference, University of York, UK.
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Konferensbidrag (refereegranskat)abstract
- ABSTRACT: In my PhD research I depart from a female singer’s perspective of interpreting 17th century opera laments , based on musicologist Mauro Calcagno’s statement signifying the voice of the female singer as a symbol of Nothing in association with the concept of aesthetics in the early 17th century opera genre . The female singer, he points out, justified the relevance of “pure voice” and “over-vocalization” referring to two recurring tropes, pronounced within a larger discourse among 17th century intellectuals in Italy and France, concerned with the concept of aesthetics: the concept of nothingness and the singing of the nightingale. In this presentation I show my perceptions of the voice of Arianna. My aim is to better understand the use of ornamentation in my performance of Italian and French 17th century vocal music. Knowledge of ornamentation can be obtained by investigating at depth the singer’s process from the first encounter with the text and musical score, to the actual performance of stage. There are two important aspects I take into consideration. First, the intellectual discourse, contemporary to the creations and performances of the two laments by Monteverdi and Lambert, carries a great deal of information significant to vocal interpretation. Second, the oriental ornamentation is reflected upon the arts and architecture in Venice during the 16th and 17th centuries, but has not yet been fully addressed in relation to vocal ornamentation in the 17th century opera repertory. I have been observing the life and career of Signora Anna Renzi Romana, one of the first opera prima donnas active in Venice during mid 17th century. Her interpretations of laments and mad scenes made a great impact on her audience as well and on the intellectual academies supporting the early operatic events in Venice. As the sounding voices of the Greek Sirens seducing Odysseus and his sailors , Anna Renzi and her female colleagues seduced their audiences in the Venetian opera theaters. Renzi’s performances are described in a volume published to her honor in 1644, “La Glorie della Signora Anna Renzi Romana”. In my research I explore and reflect upon the vocal sounds of ‘trillo’, ‘esclamazione’ and ‘coup de gosier’ by merging these vocal ornaments and my experience of PURE VOICE to theories of Nothingness, debated by Italian and French17th century intellectuals in Venice and Paris. I also combine their thoughts and theories to philosophical theories of Nothing referring to Jean-Paul Sartre and Marcia Ça Cavalcante Schuback . My personal experience of the lamenting sound is then analyzed along with the glorious description of Renzi’s performances of the laments. Finally in my search for sources of vocal ornaments, I listen to voices and vocal music from the ‘east’, following the 16th and 17th century Venetian trading routes. The Eastern throat–beating ornaments and vibratos appears similar to the ones described by 17th century composers and authors like Giulio Caccini and Benigne de Bacilly, and they inspire my research towards different possible ways of performing the sighs, tears and pains of Arianna. This research and presentation is part of my PhD research project“Passionate Women’s Voices on Stage and an Interpretation of the 17th Century Lamenti and Scene di Pazzie”. See: http://www.konst.gu.se/forskarutbildning/doktorander/Elisabeth_Belgrano/
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| 8. |
- Mistry, Jyoti, 1970
(författare)
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Decolonising Film Education
- 2020
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Ingår i: Film Education Journal. - Scotland : SCOTTISH INTERNATIONAL FILM EDUCATION.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The discussion around how to develop curricula that are inclusive and reflexive of their historical and epistemic positions has grown in urgency. This is connected to discourses around the call for decolonising institutions, reconstituting teaching-learning frameworks and revitalising pedagogy, which draws from and includes multiple experiences and subjectivities present in the classroom. How then do we approach the necessity for revising received certainties of western knowledge paradigms and reference points to include histories, experiences and image-making practices that draw from multiple positions and perspectives? More significantly, images (and image-making) are increasingly central to modes of expressing research processes and outcomes across faculties and disciplines. Experiments in decolonising pedagogy implies that there are no given certainties of what decolonising might mean in image-making beyond its metaphoric meanings. The approach suggests working through historical and contemporary power relations in representations to encourage collaborative understandings of what the “decolonial” might be that advances active teaching-learning and encourages critical thinking which is central to the idea of critical pedagogy. More importantly how does this relate to the contemporary issues in film education where online platforms are increasingly central to education and exhibition (dissemination) of content. Drawing from the conference-workshop titled: Decolonising Pedagogy: Exploring processes in image-making as a case study this presentation provides some reflection on the implications of shifting paradigms and challenging received canons and addressing an integrated disciplinary approach to other (across) disciplines. This presentation will offer a set of conceptual possibilities gleaned not just from this particular workshop-conference but site some examples from visual methodologies framed by the BRICS (Brazil, Russia, India, China South Arica) geo-economic alliance film practice research. The ideas proposed in this presentation will further suggest that strategies for active learning implies not just a radical shift in pedagogic approaches but that the re-examination of the curriculum advances socio-political enquiry, affirming critical thinking by encouraging student engagement with curriculum (content) and the how (methods) of what is taught (not just the what (content) of the curriculum) is paramount to active learning.
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| 9. |
- Rosen, Astrid von, 1964
(författare)
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Scenographic approaches: conceptualizing multisensory heritage
- 2017
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Ingår i: GPS400 conference 8-9 November 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During the last decades the concept of scenography has not only undergone considerable theorization but has also expanded beyond more traditional theatrical settings to include potentially all environments, objects, actors and actions (McKinney & Butterworth 2009, Lotker & Gough 2013, McKinney & Palmer 2017, Aronson 2017). This expansion has to an increasing extent emphasized the critical, transformative potential of embodied, multisensory dimensions of scenographic events emphasizing the roles of participants and performers. In recognition of this the aim of my presentation is to identify productive approaches within scenography research to better conceptualize and examine multisensory heritage. In particular the paper will explore relational, affective and material approaches to multifaceted performative, socially engaged and artistic events. I will for example look into Dr Alda Terracciano’s multisensory digital installation Zelige Door on Golborne Road from the arts and heritage project Mapping Memory Routes of Moroccan Communities.
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| 10. |
- Rosenqvist, Johanna, 1971-
(författare)
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Calling a visitor by her name : The potential of a subjective art educational situation
- 2018
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Ingår i: [no title] - NORDIK XII 2018. ; , s. 110-111
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Konferensbidrag (refereegranskat)abstract
- Guided tours for adults in Art Museums are often conducted in an anecdotal and rather disinterested fashion. This has been duly critized by researchers in the art eductional field. A series of initiatives on art educational activities for participants with neurodegenerative disorders have contributed to breaking this tradition. Since 2007, the Museum of Modern Art (MoMA) in New York has offered the Alzheimer's Project: Making Art Accessible to People with Dementia. The project has aimed at increasing the well-being of participants rather than improving their art-historical education. This has in turn led to greater focus on dialogue between the art, the guide and the participants, where the participants' own observations are given special attention. Several art institutions in the Nordic countries have been inspired by this method, for example in the form of meetings with memories (see fx http://www.alzheimerfonden.se/motenmedminnen ). To call a visitor by his or her name is one aspect of the method used. This paper focuses some of the discussions about the art pedagogical position taken in feminist and queer theory through examples from the educational practice. The aim is to explore how these art educational situations are staged in relation to the target group, people with dementia and how this can broaden the public engagement in dialogue with art.
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