Special Issue: Multisensory materialities in the art school
- Submitting institution
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Glasgow School of Art
- Unit of assessment
- 32 - Art and Design: History, Practice and Theory
- Output identifier
- 7448
- Type
- B - Edited book
- DOI
-
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- Publisher
- School of Art and Design, Faculty of Design & Creative Technologies, AUT University
- ISBN
- 0000000000
- Open access status
- Out of scope for open access requirements
- Month of publication
- August
- Year of publication
- 2017
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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1
- Research group(s)
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-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This special issue of Studies in Material Thinking (Volume 17) focuses on tacit, sensory and affective modalities circulating around the objects, practices, and meanings of art and design in the art school. The peer-reviewed articles in this volume came from CFPs issued for the international conference at GSA Material Culture in Action: Practices of making, collecting and re-enacting art and design (2015).
Both conference and publication were outcomes of a 2014-2018 research project in Material Culture, a Scottish Funding Council Global Excellence Initiative Award in which I (Frances Robertson) was PI. The articles (for example ‘Multisensorial dynamics,’ Knifton and Lloyd) offered critical insights into the complex, hidden and iterative studio practices of student artists, designers and researchers. Elodie A. Roy and I authored the introductory essay.
The special issue, and the research project, examined somatic knowledge and embodied memory in the art school, asking: 1) how multisensory practices are transmitted; and 2) how tacit knowledges become explicit through collaborative enquiry. Close reading methods and a concern with the sociology of knowledge align this project to design and art history, histories of education and material culture studies. While other projects such as Art School Educated 2009-2014 (Llewellyn 2015) offer historical context, we sought to capture current practices. Like The Art School (Madoff 2009), we sought an ‘ethics of knowledge’ for studio enquiry, but with emphasis through case studies on specific networks of people, objects and practices as technologies shaping new practitioners in art and design. New knowledge about how to interrogate apparently tacit procedures and methods came from this joint endeavour; the special issue explains how processes of studio research in specific and different specialisms - and the transmission of distinct practices - can themselves be enunciated through collective iterative enquiry.
- Author contribution statement
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- Non-English
- No
- English abstract
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