The MA in Arts and Learning utilises a number of complementary assessment strategies. These have been devised to appropriately assess the range of learning outcomes For Critical Pedagogy in Contested Spaces, outcomes are assessed by a collaborative exhibition/presentation/event and viva and an individual text/written submission. The collaborative exhibition/presentation/event is enabled through Practice-Based Inquiry (PBI) that puts practice and research at the heart of your…
Goldsmiths: Objects of identity
Objects of identity 1 pics pasted together made theirs worded up narrated.- making sense a momento v. 2 worked on by others with request and instructions from originator – art 21 3 collated images are stuck in a box-like treasure. Imprint if small object= residue. Talisman. Kedisha Coakley | 18 March – 30 April…
Goldsmiths: Radical Performance – Guy Debord
The Society of the Spectacle from Icarus Films on Vimeo. Society of the spectacle Guy Debord 1931-1994. Notes: https://www.icloud.com/notes/04ee8Rt8-eBhxMYDWSsJbBzdg
Goldsmiths: Radical Performance – Research – Jacques Ranciere – Quotes.
“[C]ritical art is a type of art that sets out to build awareness of the mechanisms of domination to turn the spectator into a conscious agent of world transformation,” writes philosopher Jacques Rancière in Aesthetics and its Discontents (2004) “Critical art is an art that aims to produce a new perception of the world, and therefore to…
Goldsmiths: Rauschenberg Japanese clay works – Research IS/CPCS. March 2022.
From the press release , Rarely seen works from two formative series to be exhibited at Thaddaeus Ropac Salzburg in collaboration with the Robert Rauschenberg Foundation. Robert Rauschenberg, Testimony (Japanese Claywork), 1985 I think collaboration is a prescription or device that keeps one from getting hung up on a strong single intention that blinds. […]…
Goldsmiths: Between Memory & Experience 02.2022
Revisiting Practice Critical Reflective Statement. Joseph Albers – “Our institution attempts first to teach the student to see in the widest sense: to open his eyes to the phenomena about him and, most important of all, to open to his own living, being, and doing” (Albers 1934, p.3). My critical reflective statement is to accompany a canvas and animation…
Sarah Chalkie Cloonan 
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