Skip to content
1981
  1. Home
  2. A-Z Publications
  3. Drawing: Research, Theory, Practice
  4. Volume 4, Issue 2
  5. Article
Volume 4, Issue 2
  • ISSN: 2057-0384
  • E-ISSN: 2057-0392

Abstract

Abstract

Contextualized through the writing of Gert Biesta, this research proposes that as both artists and educators we should 'let art teach'. It proposes a position for student and teacher that focuses upon developing a curiosity-driven desire for meaningful dialogue with the world through broader educational and existential experience. In this context, and seen through the lens of drawing artist, musician, educator and postgraduate researcher, the article invites a first-person reflective discussion of two experiments from the author's ongoing practice-led research, which bring together an embodied knowledge of music and drawing practice, to uncover how drawing may be valued as an enactive physical, cognitive and perceptual process of poesis. By moving beyond the self-conscious desire to make an artwork, the experiments using blind drawing, bilateral mark-making and sound engage with ideas of 'unknowing' and Biesta's notion of 'interruption' to explore how drawing may offer access to different types of learning. Standing inside my practice, I understand that in the act of drawing, I can neither fail to generate ideas, escape my own existence, nor leave a mark upon the world.

© Intellect Ltd
Loading

Article metrics loading...

/content/journals/10.1386/drtp_00005_1
2019-11-01
2024-10-06
Loading full text...

Full text loading...

References

  1. Biesta, G.. (2016), The Beautiful Risk of Education, Interventions Education, Philosophy and Culture series, Abingdon and New York:: Routledge;.
     [Google Scholar]
  2. Biesta, G.. (2017a), The Rediscovery of Teaching, New York:: Routledge;.
     [Google Scholar]
  3. Biesta, G.. (2017b), Letting Art Teach: Art Education 'After' Joseph Beuys, New York:: ArtEZ Press;.
     [Google Scholar]
  4. Blair, S.. (ed.) (2019);, 'Drawing and language. ', Drawing: Theory, Research and Practice, 3:2, pp. 142-49.
     [Google Scholar]
  5. Cain, P.. (2010), Drawing: The Enactive Evolution of the Practitioner, Bristol:: Intellect;.
     [Google Scholar]
  6. Faietti, M., and Wolf, G.. (2004), The Power of Line, New York:: Hirmera;.
     [Google Scholar]
  7. Fisher, E., and Fortnum, R.. (eds) (2013), On Not Knowing: How Artists Think, London:: Black Dog Publishing;.
     [Google Scholar]
  8. Fortnum, R.. (2009), On Not Knowing: How Artists Think, symposium introduction, Kettles Yard, University of Cambridge, 29 June, http://ualresearchonline.arts.ac.uk/2324/1/onn_fortnum.pdf. Accessed 2 February 2019 .
     [Google Scholar]
  9. Harty, D.. (2015), Trailing Temporal Trace, cited in P. Sawdon, and R. Marshall. (eds), Beside the Lines of Contemporary Art, Tracey: Drawing Ambiguity, London and New York:: IB Tauris and Co. Ltd.;, pp. 51-65.
     [Google Scholar]
  10. Ingold, T.. (2007), Lines: A Brief History, London and New York:: Routledge;.
     [Google Scholar]
  11. Sawdon, P., and Marshall, R.. (eds) (2015), Beside the Lines of Contemporary Art, Tracey: Drawing Ambiguity, London and New York:: IB Tauris and Co. Ltd;.
     [Google Scholar]
  12. Wagstaff, O.. (2019);, 'Drawing – learning: Letting art teach'. , Drawing: Research, Theory, Practice, 4:2, pp. 245-56, doi: 10.1386/drtp_00005_1
     [Google Scholar]
/content/journals/10.1386/drtp_00005_1
Loading
Drawing – learning: Letting art teach
Drawing: Research, Theory, Practice 4, 245 (2019); https://doi.org/10.1386/drtp_00005_1
/content/journals/10.1386/drtp_00005_1
/content/journals/10.1386/drtp_00005_1
Loading

Data & Media loading...

  • Article Type: Article
Keyword(s): art; dialogue; drawing; education; learning; phenomenology; teaching

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error