Tuesday, 13 May 2008

Relational Drawing

Does Relational Drawing mean drawing that makes people relate? If so, I consider my baby's little Blocks done up by Dad, and shot by him, to be exactly that. I am now about to embark (Bark Bark) on a journey initiated by my Teacher; What (the Hell) is that relational drawing?

(Daddy always said the abstract stuff I made never made sense to him, that was until he discovered babys toys... ).

ANYWAY; Relational Drawing; here I come; what is it? Google; Provisional Pedagogy as Interdisciplinary Action


or OPS; written by professor Leoni Schmidt.... my "contemporary Drawing" art theory teacher... Well, read & pass, -what more can I say.. HAHAHAHA! Link; http://a08.cgpublisher.com/proposals/5/index_html

if you, like me; do NOT feel like reading it; try this sentence ;

Relational registers of contemporary drawing insist on the propadeutic moment before completion for the sake of process and a holding pattern enabling learning as moment-to-moment emergence of subjectivity through immersion in materiality, spatiality and temporality.
-and be TOTALLY put off!

-but I am in a position where I have to keep reading, so just give me a minute, and I'll come back to tell you if Daddys Play with Baby's Blocks, IS relational drawing.

OK; OXFORDS ADVANCED LEARNERS DICTIONARY DID NOT FIND "propadeutic/al - so I must ask her myself on thursday. But it seems Müm (me) will be able to learn a new word or two throughout this 8 week drawing-course... Not only repeating Jesus Christ, and other phrases I use quite often, (in)appropriate or not ++ WELL, -whenever I dont understand..


pro•vi•sion•al /prvnl/ adj. 1 arranged for the present time only and likely to be changed in the future temporary: a provisional government provisional arrangements2 arranged, but not yet definite: The booking is only provisional. pro•vi•sion•al•ly /nli/ adv.: The meeting has been provisionally arranged for Friday.


2) Martin Heidegger’s understanding of provisionality as crucial to learning through anticipation and the experience of possibilities;

-why does it seem possible she might think Im dumb?

-answer; because I dont even understand the words she use, let alone how she put the together; and thereby all meaning seems lost. When she asked us (in class) to put down 5 bullet-points (-she's South African!!) -about "what is drawing", I felt a thouch of panic, -but as she continue; "to you" I could breath again, and thought; Yeah!! WHAT IS DRAWING TO ME?"

-GREAT; Müm puts down 5 bullet-points (-whatever... just cant help wondering about the assosiations of that word) and the first one goes; quite excitingly on my behalf as I discover it;


That, to me, is enough for a whole essay! To Leoni though, it resulted in, upon telling class, a little compassionate and sarcastic smile before ignoring my comment all in all, and continuing the lecture as if I never said anything.

Well, we're in art-school, and Im NOT very intellectually buildt, which is reflected in how I respond to art & philosophy; visually and emotionally. Meaning, -to pass this crap of a course I will have to argue the need for these qualities in my essay... Another 2000 words.. yeah!

We have different gifts in life, and John, my co-student will probably make me see this incident in a positive light. Lucky he's around!! He's gifted in many ways, and definitely not intellectually handicaped. G- how I keep crapping on tonight, must be boaring to read!? Well, it sure feels great to write!

-instead of deleting this, I will use it to sort my thoughts.


The theoretical framework for the analysis of the selected case studies is constructed through and across five key ideas embedded in current discourse regarding visual arts education: 1) Henri Lefebvre’s notion of space-time as relational, involving the body, architecture and their socio-political milieu; 2) Martin Heidegger’s understanding of provisionality as crucial to learning through anticipation and the experience of possibilities; 3) Michel Serres’ insistence on learning as dynamic crossbreeding between disciplines; 4) Paolo Freire’s contribution to our understanding of participatory action research and its pedagogical benefits; and 5) John Berger’s experience of drawing as a process of correction through which we never cease to learn.


Who am I trying to fool, just because I do not agree, does not make me learn, does it? How about activating those Little Grey Brain Cells and get onto it... OK.

I now consider Dad's BUILDING (the action itself) a relational drawing -but will Müm then be the "drawer" if I displayed them on the floor to be interacted with? WHat a great exhibition idea, hey? hmmm.... hehehehehe. Throw the whole bag of Blocks out on the floor! Giii Haaaah!


C u later!

(just for you to enjoy; )

Mark's Cat!

PS; GREAT, now I'm nbr 5 listet in Google on Relational Drawing, and number 5 refering to nbr 1... hihihihi Giggle giggle giggle

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