Walking With: An Invitation > Insights into the Pedagogical Force of Walking from the Perspectives of Artists who Walk as an Aspect of Their Practice
Walking With explores the pedagogical potential of walking as a form of artistic inquiry and expression. Walking is relational and politically imbued; we are inspirited by a constellation of encounters with people, places and things that inform who we become. As we leave our trace, our presence also shapes where we walk. Through feminist research-creation, including in-depth interviews with twelve artists, these guiding questions were considered: What insights can artists offer about the pedagogical force of walking – the affective and resonant ways that we become ourselves in relation to place? How might these insights inform walking-based pedagogy in art education? Furthermore, given that the contributing artists are women, how might the nuance of their experiences complexify the international discourse on walking art practices? As a localized study of contemporary artists who work with various media in the region of Tiohtiá:ke–Mooniyang–Montréal, a range of motivations and ruminations are revealed. Audio recordings and digital photographs were gathered during the interviews and audio-visual portraits were then created as interpretations of the artist’s insights. The portraits are presented online – www.walkingwith.ca – as an invitation to others to join in reflection about the significance of walking. A series of questions, titled “Reflections to walk with”, accompany each portrait as a point of departure for further consideration and discussion. The thesis project is complimented by an autoethnographic text that describes three epiphanies that compelled the researcher to focus on this topic and offers a summary of the research-creation process that brought it to fruition.
Doctoral dissertation, Concordia University, Art Education (2019) - coming soon
We invite you to join us as we explore our co-mentorship through walking, artmaking and writing, all core aspects of our practices as artists. While meandering through the rich sensorial environment of Montreal’s waterside Parc-nature de l’Île-de-la-Visitation, our reactions to the surroundings played an influential role in shaping the character of this article. Our ideas emerged through the quiet heat of the early spring sunshine and amidst intermittent remarks about the birds flying by, the directionality of the flowing river, the strength of the wind, the sounds of lapping water, the families enjoying picnics, the demographics of the neighbourhood surrounding the park, and even the roar of a hydro dam we encountered for the first time. Drawing on a posthumanist framework, notions of shared authority borrowed from oral history, methods of call-and-response, and co-mentorship, the authors – a doctoral supervisor and a doctoral candidate in Art Education at Concordia University in Montreal – reflect on their hopes for and experiences of their work together as complementary, convergent, concurrent and symbiotic.
Reference: Vaughan, Kathleen & Pyne Feinberg, Pohanna (2016). Walking Together: Shared Authority and co-mentorship between two artists on the move. Visual Inquiry: Learning and Teaching Art, 5(3), 249–261. doi.org/10.1386/vi.5.3.249_1/.
Towards a Walk-Based Pedagogy (a hybrid article / audio walk)
After several years of experimenting with walking as a creative process and an artistic form, my commitment to developing walking-based pedagogy for art education has been honed and heartened. This article details my doctoral research and summarizes the mindful walking methodology I am developing for diverse demographics and variable geographies. In particular, I share excerpts from interviews conducted with four Montreal-based artists who walk as an aspect of their practice: Victoria Stanton, Kathleen Vaughan, karen elaine spencer, and Dominique Ferraton. Presented as a hybrid article that couples a written introduction with a self-directed audio walk, the two components are designed to complement one another. By providing an audio walk as a pedagogical tool, I am advocating for kineasthetic engagement as an essential component for discourse on this topic. Likewise, I propose a notion of curriculum that is lived and emerging, somatic and contextual, personal yet political, and enhanced by curiosity and listening.
Reference: Pyne Feinberg, Pohanna (2016). Towards a Walking-based Pedagogy. Journal of the Canadian Association for Curriculum Studies, 14(1). Retrieved from http://jcacs.journals.yorku.ca/index.php/jcacs/article/view/403122016/.
Documenting community art > Creating on-line collective memory projects suggests methods for how to document community art collaborations as well as how to publicly share documentation (photos, videos, participant testimonials, etc) with a on-line format that will be accessible to a wide public.
An example is provided here based on documentation found in the archive of the Skol-CEDA co-creation projects, a three year community art collaboration that took place in Montréal, Québec from 2005-2008. This version of an on-line presentation (or public memory project) will hopefully spark some ideas for your group.
> Commissioned by centre des arts actuels Skol in 2012.