Thinking in retrospect, images as objects has been core to my practice for many years now, and it is through these objects that I have learnt my craft. From the films of the French New Wave, fashion design icon and iconoclasm. It is through looking and learning that my skill, craft and pedagogy have been practiced and sharpened.
Icon and Idea by Herbert Read was influential before my artistic practice developed. Recent years have seen this consideration of the image extend into its myriad forms; still, moving, sonic.
Existing in many dimensions, allows the learning to take place in a multitude of settings. From the well known physcial university setting, to a particular context that imbues a feeling and online, where still and moving images come into their own. New technologies further enhance this, with novel methods of visualisation (i.e. 3D modelling) allow us to explore images in a completely new way.
This poses the object as a problem/challenge to be deciphered question to be questioned.
Whether it is a personal object, ambiguous one, or one contextually charged with meaning.
This links very clearly to a core pedagogical desire of mine: the improvement of visual literacy, considering intersectional modes of thought.
Centring something external to the group, we navigate and unpick it together.
It allows space for individuals to bring a part of themselves and express agency and selfhood, whilst connecting with peers and engaging in peer-to-peer learning. Sometimes it is helpful to give this upfront, sometimes it is better to return at a later point.
It is helpful to gauge the group and their commitment at any given moment.
It is important to consider the image (object) very carefully as they can be triggering.
Signpost appropriately and allow space for people to leave the room.
Finally the replay-ability of online is core to my pedagogy.
I believe in balancing commitment with sustainability.
Burnout culture and expectations put pressure on people to perform.
Lecturers in delivery, students in absorbtion.
I have learnt better in re-looking, re-visiting, re-watching.
Pedagogy of Re-