Table of Content
making-knowledge by making-art: artistic research.
When talking about making-knowledge by making-art, we are talking about an embodied order of knowing that emerges through art-making. In academic terms, that order of knowing is most commonly associated with the phrase artistic research. Multiple definitions of the phrase artistic research are currently in circulation on the global stage. To reduce confusion, we’d like to refer to Lucy Cotter’s definition of artistic research whereby artistic research “establishes a connection between art and knowledge” (2020, p. 14). We appreciate the directness of Cotter’s approach. It helps us understand that knowledge, and specifically knowing-through-dancing, has always been central to our cause.
[for more, see mission statement]
practice
Over the years, we’ve often looked at knowing-through-dancing through the term practice. Practice, coming from dance practice, is evocative of cyclical methodologies that are regulated through alternating periods of activity (experiencing) and inactivity (observation), exercise (experiment) and rest (analysis), often over long stretches of time. Our question was and remains fairly simple. The capturing of what orders of embodied knowing does practice, in its many forms, make possible? Aside from the aforementioned characteristics, we like to keep the definition of practice open. Time and again, we engage with the example of artists’ practices to examine and document variety in practice and corresponding orders of knowing.
[for more, see mission statement]
integration
The verb to integrate comes from Latin for whole, or making whole. Many definitions of the verb include mentions of bringing things or people together, part or whole, to make something complete. That integration describes a bringing together will probably not come as a surprise to anyone familiar with the colloquial definition and usage of the term. The thing with colloquial definitions, however, is that they’re often focused on the most evident, most direct, most common applications of a term. Which is why it’s so fun to read dictionary entries. The Online Etymology Dictionary, for example, traces the trajectory of the 17th century definition of the verb to integrate through French intégration directly to Latin integrationem (nominative integratio) for renewal, restoration, insinuating that to make something complete necessarily means to make something (a)new.
[for more, see new theme!]
One of the ways integration shows up in our work on this symposium is via the question, “How do we actually do the thing we talk about, how do we act the value we believe in?” This question brings up the themes of reflection, action, and duration.
Take giving-and-receiving feedback as an example. [see mission statement for more] In some cases, the feedback we get is so easy to understand, it almost feels like we anticipated getting it. At other times, we’ll receive the same feedback on several occasions spread over a long period of time before one of us finally says, “Wait a minute. I think I understand what these people are trying to tell us!” One can speculate as to why understanding the meaning and the value of the feedback you’re given takes the time it takes. The fact remains, time itself is often an issue in professional environments, be them artistic, academic, or activist.
Let’s say we’ve reflected on the feedback we’ve received and are ready to translate our observation into action. Some observations yield to such translation easily. Others do not. Some observations require complex coordination of effort over time to transform into effective action. On occasion, the action that needs taking is understood to be a relational action requiring a communal effort. These actions teach us about the limit of singularity, and the complexity and richness of collaboration.
Some observations we make test our patience, evidencing the temporary limit of our capacities. Sometimes, helplessly, we’ll ask each other, “Why does it sometimes take us a year to adjust our actions, sometimes three? Why can't we synthesise some of our experiences faster?” Sometimes taking time to integrate observation-into-action feels like a failure.
[for more, see open call]