PROJECTS
Objects, Books
& Installations
SELECTED WORK
Sketchbook #1 Selected teaching & learning sketchbook pages & portfolio.
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SELECTED WORK
Sketchbook #2 Selected teaching & learning sketchbook pages & portfolio.
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SELECTED WORK
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Kaleidoscope Photographic film slides digitally edited & handmade wooden frame.
The power to take, digitally enhance, manipulate and create gives art educators control over not only present artistic concepts but past ones too. This power enables us to recycle and reinvent giving new meanings and values to work through simple changes of context. Kaleidoscope represents a web of memories in the form of photographic prints from archival family slides; displayed as an assortment of reflections through a sequence of patterns. The images, having gone through a series of transformations, echo a kaleidoscope’s consistently changing structure and the artist’s control over adaptation and discrepancy. Ideas of time, memory, space, culture, change and power interpenetrate through the collision of photographic prints, digital collage, design and multimodal forms.
SELECTED WORK
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Mapping Alternative photography zine, chemigram, lumen print, cyanotype, tracing paper, thread.
“That is, everything in the room you are in is gathered together and comes to the pupil of the eye. The retina, and to the brain; or it may also come through the ear. So the observer is what gathers; it selects and gathers the relevant information and organizes it into some meaning and picture. And that is what is done by the assumptions in thought” (Bohm, 2004)
SELECTED WORK
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Spaces Between Site Specific. Chemigram and digital manipulation, analogue to digital.
Creativity, imagination, learning and pedagogy are processes we feel we have intention with but are able to be intuitive with at the same time. Processes are formulaic however there can be a shift in change and a moment of not knowing, directed by curiosity and realised via play. Spaces Between takes you on a journey, making sense of the space and time travelled when experiencing this transition; a sensory and multi-layered experience of a liminal realm. This space, connecting inner and outer worlds (Winnicott, 1958) is emergent, speculative and internalised as personal revelations take place.
My praxis began as a pedagogical discovery, taking me on an outward journey travelling an evolving pathway and retrieving theoretical puzzle pieces; making sense of my formal art teaching, photographic practice and research. I have married up multiple identities as teacher, artist, leader, facilitator, carer, learner and student with political and moral views regarding places of education, realising frustrations and making comparisons with pedagogical experiences. My making, planning, researching, playing and figuring out has led me to a familiar place, a place where I was all along. My outer journey has led me full circle, inwardly to myself and to the darkroom. I have travelled the spaces between; a transition from not knowing to being aware, from an outer space to somewhere internal, from the physical to the imaginative, from something familiar to a place that is changed; from the classroom to the darkroom. The difference is now I have an altered position within that space. Everything is the same, yet different. And so, a new beginning starts.
SELECTED WORK
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MAAL REFRAMING PRACTICES Engaging with issues regarding dialectical and critical theories, pedagogies and art practices.
Goldsmiths MA in Arts and Learning provides students with an opportunity to critically reflect upon and evaluate their own practices (artistic and pedagogic) in relation to contemporary artist educators and artists’ work presented at international sites/centres, such as Tate, Whitechapel Gallery, Gasworks, Goldsmiths Centre for Contemporary Art.
This programme aims to enrich, extend and consolidate students artistic and pedagogical practices for the production of new work and research whilst supporting sustained practical and theoretical research in the continuing professional development of artist educators. This is achieved by enabling reflection on the changing nature of the relationship between contemporary art and pedagogy. In doing so we provide opportunities to engage with practitioners, educators, artists and galleries/sites to explore critical, political, practical and pedagogical debates.
