Ash, A;
(2019)
The Unfamiliar Grey Matter(s): Talking Brains.
Synnyt/Origins
, 2019
(2)
pp. 1-22.
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Abstract
I’m interested in collaborations between artists and scientists, and how they generate new knowledge. In this discussion I will consider Visual Art Practice as Research. I’ll be speaking about my art practice, and in particular my exhibition entitled ‘Talking Brains’ at King’s College Cambridge in February 2018. In the article, I offer a brief discussion of the concepts of ‘artful inquiry’, and how this concept as a research model can be generative. I then go on to raise questions of personally situated knowledge production as a research strategy that crosses the disciplinary boundaries of art and science. I will consider how my exhibition - operating as a hosted space for display and conversation much like the 17th and 18th Century Salon - functions as an opportunity to engage in (thereby generating) dialogue between artists (me), scientists (neuroscience and other students at Cambridge), and educators (PGCE Art & Design teachers). Generating trans-disciplinary conversation on the brain, ways of seeing, and ways of being. I’ll conclude with reflections on how collaborative knowledge production generates multi-perspectives and thus unanticipated knowledge.
| Type: | Article |
|---|---|
| Title: | The Unfamiliar Grey Matter(s): Talking Brains |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://wiki.aalto.fi/pages/viewpage.action?pageId... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Visual art practice as research, making, personally situated knowledge, artful inquiry, arts-based inquiry, gallery context, exhibition, artist, (neuro)scientist, educator, artistic and scientific collaborations, trans-disciplinary, alternative ways of knowing, art practice and pedagogy, dialogue, evidence-based research, art teaching, UK Initial Teacher Training, dyslexia, (dis)location, depression and brains. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10094693 |
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