Sep 18

Fatimah Tuggar on: visibility, flexibility, and critical pedagogy

SITE-SPECIFIC: What does critical pedagogy mean to you? How has your art-making practice informed your approach to pedagogy? Conversely, how does your approach to pedagogy inform your art-making?

FATIMAH TUGGAR: At the heart of critical pedagogy is thinking. Learning to think critically, which should result in taking actions and responsibility for yourself and on behalf of others. In my classrooms, I encourage thinking on various levels; through production and a dynamic of constructive peer to peer exchange in order to create a community learning environment that is safe but honest. This can inspire students to view their peers and planet as evolving resources, and reinforces the skills of self-directed, life-long, independent, and collective learning. Through this students are empowered to challenge dogmas, including their own.

I am committed to teaching as a personal expression of my professional goals and values. These values include expanding the territories that art and artists explore. The goals include pushing back the boundaries of the studio and the classroom to include a greater global community. The system of mutual learning and teaching is synonymous, for me, with the creative action of taking responsibility. Creative action through teaching is my way of ensuring that there will be ongoing meaningful dialogues with other artists, and their work, throughout my own practice.

“Representation matters because meaning and interpretation depends on access to power and knowledge. Since, we don’t all have access to the same level of power and knowledge, we have to be mindful of the impact of our own bias and privileged accesses.”

S: Where do you begin when talking about the critical issues of representation in art? What about representation should artists and designers be mindful of in their practice, and why does this matter?

T: Representation is how human beings create and share meaning for both the imagined and tangible aspects of existence. It is therefore, critical to the production of all creative cultural workers including visual artist. Our relationship to meaning or cultural signification is an emotional one. There is a constant struggle for meaning and ownership of signifiers. Artist and designers have the responsibility of both using and creating cultural signification that is both effective in communicating intended meanings and at the same time being culturally sensitive enough so unintended meanings and readings do not get ascribed to their cultural productions.

Representation matters because meaning and interpretation depends on access to power and knowledge. Since, we don’t all have access to the same level of power and knowledge, we have to be mindful of the impact of our own bias and privileged accesses. We have to ask ourselves in the making process, who is being represented? How are they represented? Who is the interpreting audience and what are their biases? In other words, meaning matters in time, place, how and why. The artist has to be aware that life experiences; individual backgrounds, cultural context, beliefs, psychological states, social and economic status, etc. all affect meaning.

May 06

Sarah Butterill, Mary Katherine Mcintyre, and Zeesy Powers on: critical pedagogy, research, and knowledge production

In late March OCAD University’s Dorothy H. Hoover library hosted the Art+Feminism Wikipedia Edit-a-thon. Now that the dust from the keystrokes has settled we’re getting caught up with Sarah Butterill, Reference Intern at the Dorothy H. Hoover Library who organised the Edit-a-thon along with fellow participants and editors Mary Katherine Mcintyre and Zeesy Powers.

Edit-a-thon Image[Image description: black and white image of a woman calling out the word ‘edit’, written atop a stylized megaphone]

SITE-SPECIFIC: What was the Art+Feminism Wikipedia Edit-a-thon and what was the idea behind it?

SARAH BUTTERILL: The Art + Feminism Wikipedia Edit-a-thon was an event that we held here at the OCAD library on Saturday, March 22nd, 2014. It was a follow-up to a larger, international event that happened in February, organized by a group of activists in New York (more information here). On that day, hundreds of volunteers at dozens of events around the world (often in art school libraries) gathered to teach each other how to create and edit Wikipedia articles and added more than 100 women artists to Wikipedia, in an effort to make up for gender imbalances in Wikipedia coverage and in Wikipedia writers/editors.

On that day in February, one of the international satellite events took place here in Toronto, at Art Metropole. The women who organized that event, artists Amy Lam and Ella Dawn McGeogh, later approached me about hosting future edit-a-thons here at the library, in order to continue the work of that day and make use of the library’s resources for the project. Everyone at the library loved the idea, and we were really happy to be able to introduce the OCAD community to the project and get students involved. It was also exciting for participants to have access to our collections and databases. We began the event with a tutorial about Wikipedia and then spent the rest of the afternoon working on articles about women artists who either have bare-bones Wikipedia pages or do not have Wikipedia pages at all. In many cases it’s surprising which artists don’t have pages. For example, Toronto artists Diane Borsato, Tanya Mars, and the collective FASTWÜRMS have entire books published about them, but do not yet have Wikipedia pages.

SITE-SPECIFIC: What interested you about the Art+Feminism Wikipedia Edit-a-thon and why did you participate?

MARY KATHERINE MCINTYRE: This past semester I took a 3rd year course called Cross-Cultural Currents in Craft (VISC 3B41). The first assignment was to research and write a Wiki for a craft-related subject not already published on Wikipedia. The meta-purpose of the assignment was to make us aware of the fact that relatively few women artists, and literally only a handful of women in craft practice, are represented on Wikipedia. When OCAD announced an Edit-a-thon at the Library, I saw this as a perfect opportunity to see if I could actually get published the article I wrote for class, on the Canadian silversmith and educator Lois Etherington Betteridge.

ZEESY POWERS: I love Wikipedia, and use it regularly as a starting point for research in a wide variety of topics. The lack of representation for women artists (not to mention women scientists, authors, etc.) is a big problem, especially as the initial stages of research shift to online formats. The content available on Wikipedia is entirely volunteer-generated, so if you see there is a gap in representation and you don’t do anything about it, there is a good chance that that gap will be perpetuated.

“I think the questions raised by the event are ones that we can always apply to our cultures/sub-cultures, such as who is overlooked and why? Who and what is celebrated or challenged? Who is writing the articles?”

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Jan 28

Renzi Guarin on: inclusivity, technology, and accessibility

 Renzi Guarin is an AV Support Specialist through the IT Services Department at OCAD University.

SITE-SPECIFIC: Tell us about what you do here at OCAD University.

RENZI GUARIN: Our office deals with the circulation of audio and visual equipment for faculty, administrative staff and students.  We ensure that the faculty have the technology to help them teach effectively in our classrooms and that admin staff are properly prepared with tools to aid them with hosting meetings, seminars and in carrying out the day to day operations of the University.  For students, we offer a variety of equipment and services to facilitate their creative projects and curriculum work throughout the year.

Part of my job is to oversee the audio-visual and technology aspects of special events for OCAD University.  In the past couple of years, we’ve worked on various events providing AV support where accessible technology is involved.  Most recently, OCAD U hosted the 3rd Accessibility Camp Toronto conference, an event centered on assistive technology with workshops and seminars regarding the landscape of inclusive and accessible design.

” Whether it is a guest speaker, an exhibition opening, a town hall meeting or even a lecture in a classroom; If everyone is able to come away with the opportunity to become inspired, informed or educated then I think we’ve done our job.”

renzi

S: Some people differentiate between accessible media and all other media. You seem to work from the premise that all media is accessible with some ingenuity. Can you comment?

G: Whether it is a Guest speaker, an exhibition opening, a town hall meeting or even a lecture in a classroom; If everyone is able to come away with the opportunity to become inspired, informed or educated then I think we’ve done our job. Ultimately it should be the goal of anyone who organizes an event on campus to see accessibility included in the initial planning stages of the event rather than an after thought or on a case by case basis.  For event organizers, there might be hesitation when thinking about the complications that might arise when including things like ASL interpreters or captioning services, but I think that it is up to us to take that challenge head on and just find a way to be able to provide appropriate alternatives for any setup that is required or asked for.

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Nov 20

David McIntosh on: digital media, research, and creativity

David McIntosh is a visual artist, film producer, scriptwriter and curator in film, video and digital media, as well as an Associate Professor of Media Studies in the Faculty of Liberal Studies at OCAD U. McIntosh was the recipient of the first-ever OCAD Award for Distinguished Research and Creation in 2008, and this year he is a recipient of a major Social Sciences and Humanities Research Council of Canada (SSHRC) Insight grant, for QUIPUCAMAYOC, a major research and creation project he is leading.

SITE-SPECIFIC: In speaking about your work, Judith Doyle, Chair of Integrated Media here at OCAD U has highlighted that you  “continue to contest and redraw boundaries between art and academic research, activism and theoretical analysis”. Can you tell us more about what inspires you to approach your work in this way, and how it impacts your research and practice?

DAVID MCINTOSH: Over the years as writer, curator, visual artist and academic, I have been inspired by and involved in such a range of practices, and yes theory IS a practice, that at times I felt that they were working against each other, that various political, economic, social and audiovisual regimes could not be reconciled. How do I put together experiences living and working in contexts as diverse as Franco’s fascist Spain, Juan Velasco’s Marxist military dictatorship in Peru, Fidel’s communist Cuba, Lac le Croix Anishnaabe reserve in northwest Ontario, the Funnel Experimental Film Centre in Toronto, and last but not least the seemingly endlessly morphing OCA/OCAD/OCADU. One of the most important lessons I learned in dealing with seemingly incommensurate experiences came from Cuban film artist Tomas Gutierrez Alea’s astounding 1968 film “Memories of Underdevelopment” in which a post-revolutionary bourgeois man attempts to come to terms with his privilege in the face of the devastating racism, sexism and labour exploitation that permeate his world. (This brief summary doesn’t even begin to do the political and structural complexity of this film justice.) The line that I retain from that film, and I’m paraphrasing, but this is a pretty close paraphrase, is: underdevelopment is the inability to make connections and accumulate experience. In this sense, I see myself as permanently underdeveloped, aiming at some form of self-determined condition of development, constantly in the process of making connections and accumulating experience. Another concept that underpins the integration I attempt in all of my work comes from network philosopher Bruno Latour, who suggests that, and once again I am paraphrasing: networks are simultaneously real like nature, narrated like discourse and collective like the society. Taking on Latour’s concept has been crucial for me in understanding and engaging in proliferation of even more diverse experiences and works, and suturing them together simultaneously in a network of materiality, storying and social engagement. I think it is important to lay out these research processes, experiential and theoretical, as they underpin all of my practice with new and old media. And it is this framework that has taken me to the position where I always attempt to locate my work in the immediate environment that surrounds me. For example, a mobile locative media work I completed in Cuzco, Peru in 2010 titled Qosqo LLika, was a distributed documentary. It didn’t happen on a screen in a cinema or in your home, it happened in the streets. I worked with street vendors who sell cellphone calls, not unlike human phonebooths, drawing in 30 such street vendors into a new form of network where each vendor and their cellphone became a site for the public to hear the lost history of the exact place in the city where they were standing. In addition to this creative engagement with local technologies and associated practices, the content of the project concerned local history that had been subsumed by the needs of the tourism industry in Cuzco. You can see an archive of the materials from this project at www.qosqollika.org , in English, Spanish and Quechua, but what you see and hear online is not the project, it is an archive of sound and image from the project that you can download to your mobile device and recreate the original ephemeral experience of the project.

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 Game controller prototype 1, wind instrument, image courtesy David McIntosh

[image description: painting depicting prototype of a wind instrument game controller, a grey and yellow body supported by four black legs]

S: Your previous research has explored the rise of decentralized media structures and distributed networks. What are the possibilities of digital media as democratic mediums for expression and knowledge production?

M: Everyone reading these words is doing so via the Internet, more than likely on a mobile device of some sort. Integration into the web is now a global reality. In fact, digital communications structures underpin the last 20 years of free market globalization that everyone in the world has experienced. Despite this global reach, the possibilities of digital media are still taking shape. In 1982 I worked with the Canadian Film Institute to research and report on the possible impact of digital media on the Canadian film/video production sector. At that time, computers were exotic and beyond the reach of most people and the Internet didn’t exist. In the course of that researching for that report, it became clear to me that one of the great potentials of computers was to deconstruct traditional forms of making things, to allow for a complete restructuring and democratization of industrial processes and ultimately to distribute self-determining, self-expressive agency to more and more people. Thirty years after producing that report, I look back and think that my initial thinking about digital media was pretty accurate in some respects, but a bit naïve in others. Distributed communications networks that are characteristic of digital media and the Internet are paradoxical. They have the potential for total horizontal distribution of self-determining local agency – when we think about the number of different accounts, names and personas we have for various social media, gaming and news sites, we quickly realize that our identities are multiple and we are determining who or what all those identities add up to. But decentralized communications networks also have the potential to facilitate absolute hierarchical centralization of command and control structures. This paradox is reflected in the current distinction that some make between state and industry collection of “big data” via digital media – state agencies such as the National Security Agency in the US are seen as spying on us while corporations like Facebook and Google are seen as providing better services for us, even though both are engaging in virtually the same data collection activities. We have to be on constant guard to insure that the paradoxical nature of the global digital communications structure operates in the interests of user self-determination and local agency. It’s good to keep in mind the crucial work on this struggle for democracy in digital media by people like Chelsea Manning and Aaron Swartz.

With this paradox in mind, it is good to see the work of a number of art and design students that I have had the pleasure to teach at OCAD developing a range of creative strategies that engage contemporary deployments of digital media. For example, Integrated Media graduate Mike Goldby repositioned instagram selfies as a new reproduceable style that was readily subsumed to corporate purpose that undermines self-expresssion, while DFI MDes graduate Faysal Itani created a hybrid game/blog for training activists engaging with the Arab Spring. To tie back to my comments earlier about hybrids and proliferation as the life blood of self-determining agency, we are seeing a proliferation of such hybrid works being produced at OCAD, by students at all levels and by faculty.

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