Potentials of Togetherness: Beyond Individualism and Community in Nordic Art Education

Illeris, Helene

doi:10.1080/00393541.2013.11518918

Cited by 10 publications

(6 citation statements)

References 8 publications

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“…The act of conversing with each other through writing together brought to our attention the pedagogical potentials of learning in our togetherness. In addition to adopting conversation as our method, we embraced our process of conversing with each other as ‘an artistic material to be performed ’ (Illeris 2013, 81, italic in original). In this sense, we think with how Illeris (2013) invites us to consider how togetherness as an artistic material in the context of art education can invite manners of sustaining playfulness, curiosity, mutual respect and contradictions.…”

Section: Together In Conversation As a Methods Of Holdingmentioning

confidence: 99%

“…Lingering with this process of holding and being held in the video, we came to notice our togetherness and how this togetherness could impact our ways of questioning and rethinking the meaning of aesthetic experience. When we first went to the gallery together, we knew little of the pedagogical potentialities of our togetherness ‘as a material for education’ (Illeris 2013, 79), and how this togetherness contributed to us questioning the conventional ways of experiencing aesthetic sensibilities.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

“…We decided to go to the gallery together, but we never thought that the nature of the artwork could become a form of invitation to acknowledge each other's existence/presence in the gallery, as well as ‘reject[ing] the old habit of seeing aesthetic experience as something that comes naturally’ (Dewey 1980, as cited in Greene 2001, 59). As such, this paper explores how two people can share the process of perceiving a video‐based work of art aesthetically together through their performative, experimental and open‐ended response to it in a gallery space, and how this experience can lead to considering ‘togetherness as a material for education’ (Illeris 2013, 79), as well as ‘challeng[ing] individualist self‐understandings through new forms of togetherness’ (Illeris 2015, 67).…”

Section: Introductionmentioning

confidence: 99%

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Hold Me: Togetherness as an Aesthetic Experience

Mosavarzadeh¹,

Ding²

2022

Int J Art Design Ed

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Through a conversational form, we weave together our experiences of making curious and conscious encounters with a work of art in a gallery, while grounding our nonlinear understandings of our shared aesthetic experience on the works of Maxine Greene, Peter de Bolla and Arnold Berleant. Holding, as our conceptual framework, seeds a kind of sensibility in us towards holding space to be dynamically in relation to each other and the work of art. The embodied and textual ways of conversing in this paper become a form of invitation to critically and creatively engage with the diverse meanings of aesthetic experience; an invitation to pause with and contemplate about how our embodied togetherness in the gallery led us to unexplored potentialities for seeking alternative ways of encountering the work aesthetically and internalising the aesthetic sensibilities and qualities that we experienced together in the gallery.

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Section: Together In Conversation As a Methods Of Holdingmentioning

confidence: 99%

Section: Concluding Thoughtsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Hold Me: Togetherness as an Aesthetic Experience

Mosavarzadeh¹,

Ding²

2022

Int J Art Design Ed

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“…Det kollektive og det materielle er viktig. For å kunne fremme dette forslaget støtter jeg meg til andre didaktikere som har utviklet en performativ og relasjonell kunstdidaktikk (Aure, 2013;Illeris, 2013Illeris, , 2018Skregelid, 2016Skregelid, , 2019. Venke Aure, Helene Illeris og Lisbet Skregelid har på ulike måter løftet frem de mulighetene som ligger i møtet mellom utdanning og kunstnerisk aktivitet.…”

Section: Utfordre Individualismenunclassified

Romtidmaterialisering og subjektivering

Klungland

2023

FormAkademisk

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Skole og utdanning er gjennom en markedsliberal utdanningspolitikk fanget under det som kan defineres som post-humanistiske betingelser. Under en rasjonell pedagogikk utfordres humanismen i utdanning og det oppstår en risiko for at både elev- og lærerrollen føres mot individualisme. Gjennom å tone ned oppmerksomheten på tilegnelse av definerte kompetanser og på produksjon av originale og personlig objekter, og heller løfte frem hvordan rom, tid og bevegelse både er fagets virkemidler og samtidig noe som blir til i fagets skapende praksis, kan individualismen i utdanningen utfordres. Ved å være oppmerksomt til stede i skapende praksis med materialer, som foregår her og nå, kan elevene få utfolde skaperglede, engasjement og utforskertrang. De kan få mulighet til å eksistere som subjekt gjennom å utøve etisk og estetisk ansvarlighet og utvikle tro på at en annen fremtid er mulig.

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“…In a way, the thread between action research and a/r/tography is analogous to the interrelations amongst our co-living practices. Our work encourages attending to co-emergent, co-experimental, and co-participatory ways of togetherness through the intentional layering of our collective artistic practice, research, and teaching (see Illeris, 2013). Through our walking and artmaking together but apart, we employ the theory of togetherness from Jean Luc Nancy's (1997) point of view which offers togetherness as a "dynamic movement of being-in-common or being-with" through which being is theorised as constantly renewed and relationally conceptualized (e.g., Nancy, 1997;as cited in Illeris, 2013, p. 81).…”

Section: Action Research and A/r/tography [Sholeh Mahlouji] First Wal...mentioning

confidence: 99%

Walking with Water: (Re)Making Pedagogical Relations through Walking and Artmaking

Mosavarzadeh,

Mahlouji,

Moussavi

et al. 2021

CJAR

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This paper unfolds the artful and pedagogical potentials of engaging in a simultaneous practice of walking and artmaking in different locations, along bodies of water, and together-apart. Through introducing the term co-living inquiry as a thread between action research and a/r/tography, we suggest how the notion of walking with as both action and metaphor has provided conditions for us to explore ways of (re)making relations among our walking bodies, the places we walk in, and our works of art as a collective effort to create a learning community of artists and art educators together apart.

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Potentials of Togetherness: Beyond Individualism and Community in Nordic Art Education

Cited by 10 publications

References 8 publications

Hold Me: Togetherness as an Aesthetic Experience

Hold Me: Togetherness as an Aesthetic Experience

Romtidmaterialisering og subjektivering

Walking with Water: (Re)Making Pedagogical Relations through Walking and Artmaking

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