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Which clippings match 'Interdisciplinarity' keyword pg.1 of 3
05 NOVEMBER 2017

Dada was an effort to reinvigorate art through critical negation

"we should think of Dada in terms of the precise and deliberate negation of art. Dada sought to destroy art. Why? It is my contention that for Dada, art was itself negative: Dada conceived of art as absence, exclusion, and division. This is not in the sense that art was somehow in a state of decay or socially compromised. Rather, for Dada, art was its processes of negation, processes which were not contingent but constitutive and essential to art"

(Mark Hutchinson, 2015)

Hutchinson, M. (2015). "Dada Contra Art History." Dada/Surrealism 20(1).

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TAGS

2015activist practices • against art • anti-disciplinary activities • art as activism • art historyartistic activismavant-garde art • biding legacy • call to arms • conventional cultural terms • critical negation • Dada • Dada Manifesto • destruction of art • destruction of the old • disciplinary promiscuity • discursive struggleshegemonyinstitutionalised artinterdisciplinaritylegacy • Mark Hutchinson • modernism • negation • negativity • nihilism • ossification • painting salons • political art • positive creativity • raucous skepticism • rebellious art • Salon des Refuses • skepticism • stagnation • subversion • sweep clean • University of Iowa

CONTRIBUTOR

Simon Perkins
16 MARCH 2017

Education reform: teaching to topic rather than by subject

"Finland is about to embark on one of the most radical education reform programmes ever undertaken by a nation state – scrapping traditional 'teaching by subject' in favour of 'teaching by topic'.

'This is going to be a big change in education in Finland that we’re just beginning,' said Liisa Pohjolainen, who is in charge of youth and adult education in Helsinki – the capital city at the forefront of the reform programme. ...

Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call 'phenomenon' teaching – or teaching by topic. For instance, a teenager studying a vocational course might take 'cafeteria services' lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.

There are other changes too, not least to the traditional format that sees rows of pupils sitting passively in front of their teacher, listening to lessons or waiting to be questioned. Instead there will be a more collaborative approach, with pupils working in smaller groups to solve problems while improving their communication skills. ...

Finnish schools are obliged to introduce a period of 'phenomenon-based teaching' at least once a year. These projects can last several weeks. In Helsinki, they are pushing the reforms at a faster pace with schools encouraged to set aside two periods during the year for adopting the new approach. Ms Kyllonen’s blueprint, to be published later this month, envisages the reforms will be in place across all Finnish schools by 2020."

(Richard Garner, Friday 20 March 2015, independent.co.uk)

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2020applied knowledge • collaborate in classroom teaching • collaboration and learning • collaborative approach • collaborative learning model • cross-subject topics • disciplinary model • disciplinary singulars • education reformeducational modelexemplary modelsFinland • Finnish school system • group workintegrated approachesintegrated curriculuminterdisciplinarityinterdisciplinary approach • Liisa Pohjolainen • phenomenon teaching • phenomenon-based teaching • problem oriented learning model • radical education reform • reform programme • regionalisation of knowledge • school reform • school subjects • school system • student-centred learning (SCL) • subject-specific lessons • teaching by topic • traditional format

CONTRIBUTOR

Simon Perkins
01 MAY 2016

Constellations: A participatory, online application for research collaboration in higher education interdisciplinary courses

"The research establishes a model for online learning centering on the needs of integrative knowledge practices. Through the metaphor of Constellations, the practice-based research explores the complexities of working within interdisciplinary learning contexts and the potential of tools such as the Folksonomy learning platform for providing necessary conceptual support."

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2015communication designconnectivismConstellations Projectcontent sharing • digital learning tools • eLearning 2.0information architectureinterdisciplinaritylearning designparticipatory culture • PhD by Creative Works • PhD thesisQueensland University of TechnologyQUTSimon Perkins • social and networked learning

CONTRIBUTOR

Simon Perkins
08 JULY 2013

The Media and Performance Laboratory at Utrecht School of the Arts

"The Media and Performance LAB (MAPLAB) is founded by the Research Centre Theatre Making Processes at the Faculty of Theatre, Utrecht School of the Arts. It is initiated and led by Joris Weijdom, head of the research group Virtual Theatre.

The main goal of the MAPLAB is to provide a space for research into the possibilities of interactive technology in a performative context, and to translate this into didactic strategies.

The modular approach to space, tools and diversity of interdisciplinary making processes the MAPLAB provides outstanding conditions to research, design and develop at the intersection of the performing arts, media and interaction."

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artistic research • augmented stage • creative making • culture and innovation • design research • didactic strategies • engagement and participationinteraction design research • interactive digital media • interactive technology • interdisciplinarity • interdisciplinary making processes • Joris Weijdom • MAPLAB • media and interaction • media and performance • Media and Performance LAB • mixed realitymotion-trackingnew media artperformance art • performance lab • performance research • performative context • practice-based research • professional know-how • reactive spaceresearch centreresearch group • technology and interfaces • theatretheatre arts • theatre making • theatre making process • theatre technology • UtrechtUtrecht School of the Arts • virtual theatre • Virtual Theatre (research group)

CONTRIBUTOR

Simon Perkins
02 JANUARY 2013

Facing ambiguity differently across design, business and technology

"team[s] of students of mixed disciplines worked together to understand and map a problem–space (identified by the client). They then defined a solution–space before focussing on a particular opportunity outcome. The range of projects included incremental innovation opportunities represented by the Lego and Hasbro projects through radical Philips work to truly disruptive work with Unilever. The studies confirmed stereotypical view points of how different disciplines may behave. They showed that design students were more (but not completely) comfortable with the ambiguous aspects associated with 'phase zero' problem–space exploration and early stage idea generation. They would only commit to a solution when time pressures dictated that this was essential in order to complete the project deliverables on time and they were happy to experiment with, and develop, new methods without a clear objective in mind. In contrast, the business students were uncomfortable with this ambiguity and were more readily able to come to terms with incremental innovation projects where a systematic approach could be directly linked to an end goal. The technologists, were more comfortable with the notion of the ambiguous approach leading to more radical innovation, but needed to wrap this in an analytical process that grounded experimentation. Meanwhile, the designers were unclear and unprepared to be precise when it came to committing to a business model. "

(Mark Bailey, 2010, p.42)

Bailey, M. (2010). "Working at the Edges". Networks, Art Design Media Subject Centre (ADM–HEA). Autumn 2010.

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2007ADM-HEAambiguityambiguity and uncertainty • ambiguous approach • analytical processapproaches to ambiguitybusinessbusiness modelclear objectivesclient needscollaboration • core competency • Cox Reviewdecision making • design outcome • design teamsdesign thinkingdisciplinary culturesdisciplinary knowledge • disruptive work • Dorothy Leonard-Barton • end goal • grounded experimentation • Hasbro • idea generationincremental innovationinnovation practice skillsinterdisciplinarityinterpretive perspective • learning cultures • LEGO • multidisciplinary design • multidisciplinary teamsNorthumbria Universityopen-ended process • pedagogical cultures • phase zero • Philips Researchproblem-solvingproblem-solving • problem-space • project deliverablesproject teamsradical innovationrequirements gatheringsolution-space • sub-disciplinary specialisation • systematic approach • T-shaped individuals • T-shaped people • T-shaped skillsthinking stylesUnileverworking methodsworking practices

CONTRIBUTOR

Simon Perkins
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