School of Art and Design - Te Kura Toi a Hoahoa
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Research within the School of Art and Design brings together visual artists, spatial designers, fashion designers, filmmakers, curators, entrepreneurs, graphic designers, digital designers, product designers and other cultural practitioners from New Zealand and around the world to work on expanded notions of art and design through creative-led research. Their research disciplines and study areas include: Visual Arts, Graphic Design, Spatial Design, Product Design, Digital Design, Fashion and Textile Design, and across disciplines.
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Browsing School of Art and Design - Te Kura Toi a Hoahoa by Subject "36 Creative Arts and Writing"
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- Item'Asi - The Presence of the Unseen(AUTSA, GRS and Tuwhera Open Access, 2022-04-13) Faumuina, CeceliaIn 1993, Wolfgramm referred to the climax in faiva as ‘asi (the presence of the unseen). This spirit of artistic expression is an agent sometimes identified when Oceanic people work together to bring artistic works to their apotheosis. This thesis asks, “What occurs when young Oceanic people work together creatively in a group, drawing on values from their cultural heritage, to create meaningful faiva?” The thesis seeks to understand how within this process, ‘asi might bring forward a powerful sense of expression rooted in a relationship between involvement and a sense of belonging. Emanating from a critical consideration of faiva and ‘asi, the research considers the dynamics of collective development and performance. Video, sound, drawing, poetry, performance and talanoa (every day conversations where the people involved share their personal experiences) are collected and analysed through a process of artistic and analytical reflection. The research considers two bodies of work. The first is a co-created work called Lila. This was developed by a team of research participants in 2019. The second is the development and performance of the researcher’s experience and synthesis of thinking in a faiva called FAIVA | FAI VĀ. The significance of the research lies in its contribution to an understanding of ‘asi, so we might identify and consider its potential agency for resourcing creativity and belonging inside the development and performance of faiva. The presentation will: outline what ‘asi and faiva are, discuss the methodology used, consider the findings from the two bodies of work, and discuss benefits for young Oceanic people.
- Item#peaches(ACM, 2023-12-07) Tapuni, NooroaAncestral time in Mangaian cosmology is an unfolding of multiple worlds through a generative process that extends from energy to matter from which we, Mangaians, are descended. Mangaia is the second largest Island in the Southern Cook Islands group. Its cosmology begins with expanding pulsating energies within the root of an upturned coconut, that generates multiple dimensions of existence. This transformation determines how we understand and navigate worlds. Within this multiplicity is recursion between the material and immaterial, where past, present and future are suspended and collapsed. Two key concepts underpin the generation of self-portrait images in the project #peaches; Akapapa'anga (layering through genealogy, building upon its ancestor genealogical connection within and between artworks) and the Mangaian cybernetic continuum (the ability for recursion to exist between worlds), which functions as ancestral time in practice. #peaches explores this proposition through layering and recursion of Al-generated portraits, and reveals the racial bias inherent in this technology, and its disruption to ancestral time.
- ItemPractical Worlds: Enskilment as Pedagogical Practice(Informa UK Limited, 2023-10-08) Ings, WIn 2000 Tim Ingold considered the nature of skill acquisition in physical locations where our attentive dwelling forms the basis from which learning occurs. He called this ‘enskilment’. Although generally considered in relation to ecological/anthropological study, enskilment has more recently been applied to areas like sports education (Woods et al. [2021]. “Enskilment: An ecological anthropological worldview of skill, learning and education in sport.” Sports Medicine - Open 7 (33).) and craft (Gowlland [2019]. “The sociality of enskilment.” Ethnos 84 (3): 508–524.). By extension, this article employs a case study to unpack the enskilment experience of six doctoral students who immersed themselves inside a feature film production (Punch–2020–2022). The participants were all concurrently developing projects associated with narrative creation. Seeking opportunities for immersion across pre-production, production and postproduction phases of the project, they experienced a form of learning where skill acquisition was inseparable from collaborative practice and idiosyncratic environments, and insight emerged in non-linear ways. While the article draws correlations between their experiences and existing discourses on enskilment, it also suggests that this pedagogical model might contribute something useful to ongoing discussions around creative endeavours during, and after students have completed their degree studies.
- ItemRe-imagining Student Success: Integrating Strategy and Action Through an Indigenous Lens(Intellect, 2023-11-28) Peterson, J Fiona; Ka'ai, T; Smith, V; McPherson, KEnhancing student success has been increasingly a focus for universities. But the context has changed, with complex challenges including a global pandemic, rapid digital transitions and greater diversity with related inclusion needs. Creative thinking is essential to address what student success could (and arguably should) look like and be. In this article we utilize Appreciative Inquiry to rethink current knowledge and practice. We refer specifically to our context in Aotearoa New Zealand, where data shows that a change in approach is needed particularly for Māori students, Pacific students and other ‘new’ learners. We explore a different way of working and learning – ‘mahitahi’ – and argue that improving outcomes requires more than incremental or tactical shifts in action. We propose a re-imagining of diversity, inclusion and success for sustained transformation. Integrating Indigenous approaches to knowledge into innovative frameworks, adapting future-focused curriculum and creative practice pedagogy in the process, could benefit all students across disciplines.