Remaining the same

Dean Hughes

Remaining the same

Dean Hughes

Edinburgh College of Art

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

The majority of pedagogic approaches to artistic practice rely upon changeand difference as an agency giving value. Discursive thinking and theproduction of options are still the preeminent methodology of thecontemporary art school. The populism of Donald Barthelme’s 1987 essay“Not Knowing” within current debates centering around approaches to post-studio or inter-medial artistic practice suggest that creative diversification is analmost unquestionable point of departure for current pedagogies. My researchand artistic work over the past 15 years has been to try and chip away at thesonority of change as an approach to creativity. What is the differencebetween a creativity based on restriction as opposed to change? What woulda pedagogy based upon extreme restriction of options look like? This papersuggests that artistic limitation can provide a basis for a more plausibleaccount of creative endeavor within the contemporary art schoo

Original language	English
Title of host publication	fine art practice research and education across europe
Subtitle of host publication	paradox
Place of Publication	granada
Publisher	university of granada
Pages	871-881
Number of pages	10
ISBN (Print)	978-0-9897361-0-7
Publication status	Published - 11 Sept 2013

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Dean_Hughes_Paradox_Paper(English)-2
© Hughes, D. (2013). Remaining the same. In fine art practice research and education across europe. (pp. 871-881). granada: university of granada.
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title = "Remaining the same",

abstract = "The majority of pedagogic approaches to artistic practice rely upon changeand difference as an agency giving value. Discursive thinking and theproduction of options are still the preeminent methodology of thecontemporary art school. The populism of Donald Barthelme{\textquoteright}s 1987 essay“Not Knowing” within current debates centering around approaches to post-studio or inter-medial artistic practice suggest that creative diversification is analmost unquestionable point of departure for current pedagogies. My researchand artistic work over the past 15 years has been to try and chip away at thesonority of change as an approach to creativity. What is the differencebetween a creativity based on restriction as opposed to change? What woulda pedagogy based upon extreme restriction of options look like? This papersuggests that artistic limitation can provide a basis for a more plausibleaccount of creative endeavor within the contemporary art schoo",

author = "Dean Hughes",

note = "This paper was delivered at Paradox University of Granada September 2013",

year = "2013",

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language = "English",

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AU - Hughes, Dean

N1 - This paper was delivered at Paradox University of Granada September 2013

PY - 2013/9/11

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N2 - The majority of pedagogic approaches to artistic practice rely upon changeand difference as an agency giving value. Discursive thinking and theproduction of options are still the preeminent methodology of thecontemporary art school. The populism of Donald Barthelme’s 1987 essay“Not Knowing” within current debates centering around approaches to post-studio or inter-medial artistic practice suggest that creative diversification is analmost unquestionable point of departure for current pedagogies. My researchand artistic work over the past 15 years has been to try and chip away at thesonority of change as an approach to creativity. What is the differencebetween a creativity based on restriction as opposed to change? What woulda pedagogy based upon extreme restriction of options look like? This papersuggests that artistic limitation can provide a basis for a more plausibleaccount of creative endeavor within the contemporary art schoo

AB - The majority of pedagogic approaches to artistic practice rely upon changeand difference as an agency giving value. Discursive thinking and theproduction of options are still the preeminent methodology of thecontemporary art school. The populism of Donald Barthelme’s 1987 essay“Not Knowing” within current debates centering around approaches to post-studio or inter-medial artistic practice suggest that creative diversification is analmost unquestionable point of departure for current pedagogies. My researchand artistic work over the past 15 years has been to try and chip away at thesonority of change as an approach to creativity. What is the differencebetween a creativity based on restriction as opposed to change? What woulda pedagogy based upon extreme restriction of options look like? This papersuggests that artistic limitation can provide a basis for a more plausibleaccount of creative endeavor within the contemporary art schoo

M3 - Conference contribution

SN - 978-0-9897361-0-7

SP - 871

EP - 881

BT - fine art practice research and education across europe

PB - university of granada

CY - granada

ER -

Remaining the same

Abstract

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