[-empyre-] Practice in Research & odd methods, rude mechanics

[Talan Memmott]

> In Talan's comments about project based teaching, for example, I would
imagine the role of the project is not just to be creative, or make art, or
a project, but for the project to embody and explore key problems. I'd also
think that how these are explored or realised in the project probably get
documented outside of the project, whether that is through studio
conversations, presentations, critiques, a brief accompanying essay, or
some other device. These things are not supplements outside of the project
but are what shifts the project (or the art thing) into a research
practice.
>
>


Yes, I would agree that this is where the shift takes place. But with the
students it operates in two different directions --  one, where the project
is 'informed' by research, in which case an artist statement may be
required (much more inline with an art school model); two, where the
research is practically 'informed' by the project, in which case the
project is secondary to a more traditionally academic outcome such as an
essay. In both cases there are presentations, critique situations,
documentation, and defense situations. That said, the exam models in the
Digital Culture and Communication program are flexible. Students sometimes
think they are selecting an easier route by choosing the more
practice-based option, but soon find out that the requirements for both are
pretty even. And, the thesis work involves both an artifact and an essay.



Talan Memmott, Caput Magnum
Full Digressor of Undefined Arts and Sciences
UnderAcademy College
http://underacademycollege.wordpress.com/
TWITTER: @underacademy
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