17/03/21
I Started of the session with an icebreaker because I felt knowing that the opportunity to get to each other aside from the five-minute presentation it would be a nice way to start of the session as well as giving me the time to settle into the role and settle my nerves. I started with bell hooks quote and this was recommended to me by 2 of my peers when they viewed my slides before the teaching session. It was a nice way to introduce the context of the 20 min teaching session. I introduced the session aims which we would reflect on within the mini task as well as providing a short extract from the text that was used as the foundation for the lesson which would look at identity politics, intersectionality and recognition, non-recognition. The session aims were:
I. Look at what it means to be the object and subject within art.
II. Look at how these frames the cultural, historical context within contemporary culture.
III. Look at how we respond aesthetically and pragmatically.
Questions to consider: I. Is there a difference between an object and a subject within a painting and can the relationship be symbiotic?
II. How does this present itself within the educational context and within our own respective research practices?
III. How do we think about representation?
IV. Can you be both the subject and the object within a painting and how does your positionality affect the perspective of the painting? (3min)
I then referenced Charles Taylors book – The power of recognition; “Charles Taylor contextualises the power of dialogue. Each time that we fail to address and approach conversations surrounding identity this can lead to the projection on an inferior or demeaning image on one another that can actually distort and press to the extent image is internalised” … “when looking at feminism, race, disability, ability a lack of recognition can be a form of oppression. I believe that without having dialogue educational and self- reflective intersectional conversations. We learn through our exchanges with others. This led to the first part of the mini- task…. Mickey Mouse
I provided the class with an image of the Disney Mickey Mouse image and asked them to describe the image “when you see this image what you think off?”
(Participants engage with the image- discussion ensues -5min)
I then presented the class with same image but with another image next to it and asked them how they related to the image.
The image was a by the cinematographer turned artist Arthur Jafa
Mickey Mouse was a Scorpio – Year 2017
MaterialC-print mounted to aluminum
Dimensions132.1 x 210.8 cm
Year of acquisition :2019
I purposely didn’t provide my peers with the name of the name of the work as I wanted them to be as objective as possible.
“when an image is given a context subject/ object how do we reframe the narrative so we can create dialogue?
I provided students with the historical context of the Disney image and how it is problematic as it is rooted in a very controversial history. A link was provided by one of the students to an NPR interview transcript.
Task 2
- After this discussion I then went onto the main task for the remainder of the session and used the painting “Willem van den Kerckhoven and His Family,” 1652 / 1655. I wanted my peers/ students to conder these questions as a line for further critical self-reflection and inquiry
Questions to consider:
- Is there a difference between an object and a subject within a painting and can the relationship be symbiotic?
- How does this present itself within the educational context and within our own respective research practices?
- How do we think about representation?
- Can you be both the subject and the object within a painting and how does your positionality affect the perspective of the painting?
I then reflected on why I had chosen this presentation, which was based on my own personal experiences within UAL, and ramifications of not having these conversations, and how this could lead to the use of colonial language. I wanted to give my peers a way of approaching these conversations with a diversified student population.
Post – Micro- Teach Feedback
The feedback was overall positive but constructive I also had the opportunity to moderate during various presentations, micro teach which was an opportunity to learn how to structure a tutorial.
Feedback: Overall the feedback was positive, It was noted that I need to slow down, whilst speaking. When dealing with large, dense volume of texts during a presentation, highlight the points you want to make in the texts. To make the session more accessible to students, especially when dealing with heavy contexts, possibly provide students with images and texts beforehand so they can come prepared to discuss online materials.
Micro- Teach Notes
Bibliography
- b. hooks, Art On My Mind, The New Press; Illustrated edition (20th July 1995)
- C. Taylors, Ethics of Authenticity Power of recognition, Harvard University Press; Reprint edition (31 Aug. 2018)