LEAF Art and Science Cloud Curriculum workshop edited notes from invited presenters;
Suzanne Anker
David Familian
Barry Perlus
Particle group: Diane Ludin and Ricardo Dominguez
Paula Horrigan





  1. 1. Scientists think folly is involved if they invite artists in – fear of looking less than serious

  1. 2. Rapid prototyping – questions about how does this works in the art lab

  1. 3. Bridges between natural world and art and art history (justifications for the new forms?)

  1. 4. there many kinds and levels of collaboration – many forms should be acknowledged --- expanding both participants practices

  1. 5. Language issues and what peoples expectations are – what is outsiders view of art – especially the educators

  1. 6. Assessment was a challenge -- -qualitative and quantitative assessment – qualitative not as respected

  1. 7. Deep play

  1. 8. Artists don’t identify with the typical lab scientists – white coat, goggles

  1. 9. is it a concurrent degree rather than a single degree – what does the study look like if they are interested – two distinct degrees or a hybrid? MFA committee structure is

10.Galleries as site of intervention inside lab space

11.Assignment of gestures to students – assignments to intervene—using systems of art to dislocate science – think in low-fi way

12.How do we allow artist to hold or cling to their discipline? (in their attempt to transcend) how does this empower artists

13.How to rule breakers create a program for rule breaking?

14.Artists produce knowledge in ways that are quite different from scientists

15.Is evidence important in the outcome of bridging art and science

  1. 16. Ecology – how in it what community are students in?

  1. 17. Presence - embodiment

  1. 18. Phenomenology



LEAF workshop

9/20

Paul

Spread of the PhD
Network of art practitioners attending at digital art festivals to use the events as an opportunity to develop art and sci curriculum

Robert Hook – drawing from looking down the microscope – analogy between cells, monastery, relationship between things –

Media art is one element on the palette of what art can do

Now interested in transdiciplinarity -- transdiciplinarity art web site = beyond all disciplines

Roy Ascott- Ontario school of art curriculum


“Transdisciplinarity nomad”

What do they need to know to be a transdisciplianry nomad?

What are the things we want to put into the cloud that can be brought down to the student who is the localized nomad?

How do we turn these points into curriculum?


  • Define quintessential course aims and objectives
  • Define how the attributes discussed can be incorporated in to weekly assignments
  • Relevant teaching strategies and methods of developing learning outcomes?




Suzanne Anker

Bioart.sva.edu

Bioart? Contested term.

Intersection of rise of molecular imaging and technology -- scenarios of ALTERING LIFE

  • Influence of new technologies and emergent systems

  • Overlaps of life and artistic concerns – bio imaging

  • Wet lab --


1) Scientists think folly is involved if they invite artists in – fear of looking less than serious

Symbiotic universe –

Fluorescent bacteria --- many are interested in

2) Rapid prototyping – questions about how does this works in the art lab

3) bridges between natural world and art and art history (justifications for the new forms? )

4) critical debate



David Familian

“Objects of Wonder” - exhibition at Beall Center UC Irvine

1) there many kinds and levels of collaboration – many forms should be acknowledged – pure technical to deep sharing ideas – expanding both participants practices

2) projects – based – can artists or what kinds of artists can easily collaborate with scientists

3) deep collaboration: creating educational programs camps—high school programs – are these possible projects?

4) Language issues and what peoples expectations are – what is outsiders view of art – especially the educators

5) assessment was a challenge -- -qualitative and quantitative assessment – qualitative not as respected

6) funding? NSF? Appropriate? Where?


Synthetic biology art show – in spring calls ---



Barry Perlus

Is it science visualization?

What will translate?

1) Deep play
2) artists don’t identify with the typical lab scientists – white coat, goggles

3) is it a concurrent degree rather than a single degree – what does the study look like if they are interested – two distinct degrees or a hybrid? MFA committee structure is
4) no formal structure to do the hybrid study



Particle group


Diane Ludin


Ricardo

Value of autonomous research out side of the university – importance

1) Community to art relationships – community research initiatives --systems of artists to research in the streets (electronic disobedience)

2) galleries as site of intervention inside lab space

3)assignment of gestures to students – assignments to intervene—using systems of art to dislocate science – think in low-fi way


Paula Horrigan

1)Is there a Social dimension of art/sci

2) space of blending – the whole picture representation

3) how do we allow artist to hold or cling to their discipline? (in their attempt to transcend) how does this empower artists

4) artists make things to make meaning – not just to make things

5) transgression of models could be key

6) place as complex worlds concept

7) how to rule breakers create a program for rule breaking?

8) Artists produce knowledge in ways that are quite different from scientists

Is evidence important in the outcome of bridging art and science