19th March- T.A.R.D.I.S Exhibition Curation/Installation

19th March- 

T.A.R.D.I.S 

Exhibition Curation/Installation
(Placement continuation)
Process Video-
https://www.youtube.com/watch?v=IAyQYLIV-JE

Today was the installation of the T.A.R.D.I.S exhibition in studio 20, a space in the city centre. We drove to meet Jennie at Chapel break for 10am and loaded the cars with all the children's artwork. This was the first sight of what the other NUA students had been working on with them. I also got chance to speak to Jennie about the other students. This was interesting as it allowed me an insight into what I got from the placement compared to what others may have benefitted. By this, I mean from a personal point of view, the interaction with the children was pivotal for me in understanding how creative education could and would be implemented. This was a very important part of my primary research as I often discuss the vitality of creativity in the younger generation. Part of me wishes that this placement had been running for slightly longer so that I could of had extended contact with the children to further that research. Although I am welcome back at the T.A.R.D.I.S, I am so busy with so many other projects that it is a large dedication on the side. 

Regardless of this however, the work that was produced in our time there as well as the work produced during Molly's placement made for an interesting and experimental exhibition. One aspect that is most interesting is the massive range of materials used as well as methods for production. The inventive means of display aldo aid this. On one entire wall myself and Molly covered the space with the children's 'thinking' maps. These maps are the root of the playful creativity that emerges in the visual work and sculptures. Dotted around these thinking maps is images of the children producing the artwork and working collaboratively. Collaboration is one word that appeared throughout the school on walls and in conversation. This to me is very beneficial as it emphasises the fact the children are enhancing each other by working together. 

The philosophical questions that make up the thinking that the children do tackles some really mature concepts that many adults would struggle to theorise. This is beneficial at a young age, especially if this can happen simultaneously to tactile learning. Tactile work was done regularly with the children as they continued clay work after I left the T.A.R.D.I.S. Molly produced clay pgs and plates with the students. These are always very interesting in a material way as china often has very expensive fragile connotations, this is completely juxtaposed to the brash hands on manner they were made with the children. I also enjoy the lack of inhibition that the children suffer, meaning their art happens often impulsive and you have to stop them starting tasks before instructions were complete. This natural desire to make and create often is suppressed during other lessons or even at home. Therefore, collaborative creative work will aid their processing of all the other information they received that day. 

Above you can see the finished triptychs that myself and Oliver produced with the children. The trotter below them walking toward the exit of the gallery space. Today myself and Molly decided what work would go where and how it also might be hung. This was done simple to aid the removal of the work. The curatorial work was more personal and meaningful that most due to the fact I was aware of just how much work has gone into each outcome. Myself and Jennie were discussing the Name of the show and I suggested 'Pondering possibilities' as a play on the 'pondering pig shed' that the children have in the T.A.R.D.I.S. This name connotes the fact the children are pondering their possibilities but also makes reference to the unlocking of those possibilities within the next generation. 

The opening morning of the show is on wednesday to allow for he children to come as well as some members of staff and parents. I really hope that they do come to see the work on show and appreciate the external drive behind it. Further to this I have also been considering the fact that unlike a lot of art, the process of this art happening is the 'beneficial relational aesthetics' to coin a new concept. Most art is activated by the viewer, but this art plays a different role while it is actually being made.  Therefore, the fact it is being displayed to me is not the most influential aspect of the art. The creative process will have left a lasting impact on that child. However, having said that it is also interesting to see how adults surrounding those children choose to react. This is a psychological interest of mine. How society has and will continue to align themselves with what is successful in terms of monetary value instead of mental and social well being. This psychological interest helps through art consideration also, thinking of things holistically to try and gain research and knowledge of how to best progress. I think this is where my art and research can sometimes differ to others art, especially dealing with political material. My work is trying to get results and answer questions not just ask them. 

Although this experience has been amazing and I feel that I have a very natural calling to working creatively with younger people. teaching is such a commitment and it needs so many other skills and aspects that would move away from my artistic aims. I think it is important that creativity is encouraged more generally throughout society, that is something I will more likely be involved with.