| Title: |
Valuing collective authorship in practice as research. |
| Authors: |
Hanfling, Edward1 (AUTHOR) ed.hanfling@op.ac.nz |
| Source: |
Journal of Visual Art Practice. Feb2025, p1-18. 18p. 2 Illustrations. |
| Subject Terms: |
*ART criticism, *ARTISTIC creation, *ART schools, *ARTIST collectives, *ANTHROPOCENTRISM |
| Abstract: |
Practice as research is a critically informed, experimental and reflective process of art making fostered within academia and based on methods and values evident in the contemporary art world. Western educational institutions, such as art schools, have tended historically to reinforce a convention of individual authorship, with students and artists – effectively competing for grades and critical recognition respectively – considered primarily responsible for the value that is in fact bestowed on their work by others. However, art schools are also responsible for the tendency for students and practicing artists to be well versed in the range of theoretical and cultural frameworks that question individualism and anthropocentrism: the post-structuralist challenge to authorship; post-humanist notions of distributed agency; the collectivism of Indigenous cultures. Signs that values of cooperation, collaboration and community are gaining traction include the 2021 iteration of Aotearoa New Zealand's prestigious Walters Prize, awarded to the Mataaho Collective and Maureen Lander, not on the basis of their exhibited installation, but rather to celebrate the ethos of collaboration behind the work. This article speculates on the significance of this case study for the development and assessment of practice as research. [ABSTRACT FROM AUTHOR] |
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| Database: |
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