Abstract
The proliferation of art practice PhDs in the recent past has burdened the discipline of fine arts practice and its pedagogy with an existential crisis, where we have to find equivalences with the academic outputs of other disciplines, especially from humanities, to exist as a research-based discipline. While the art community is caught up in the binary of foregrounding artistic practice as research or pushing research as practice, we forget to ask the important question: ‘what is art?’ More than ever, this is the perfect time to contextualise artistic research through the frameworks, processes, conditions, and situations that govern art making instead of being evaluated by the parameters of other disciplines that have not invested deep research and attention to the art practice. In this context, the paper strongly argues that compared to other disciplines, artistic research is conducted not to produce knowledge, but to primarily enhance what could be called the artistic universe. that artistic research is primarily built on an experiential foundation that cannot be efficiently expressed in verbal or written forms. Artistic research and its forms of knowledge production differ from other disciplinarian research and experiments. The source of this research is embodied in the individual researcher/artist and anchored in their tacit understanding, which is not easily interpretable and translatable to existing textual parameters. I propose we let those parameters emerge over time, through the understanding of everyday creative practices, as artistic expression is manifested through artwork and not only through language.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Artistic Research, Artistic Pedagogy, Tacit Knowledge
