Educating artists for the future : learning at the by Mel Alexenberg

By Mel Alexenberg

In Educating Artists for the Future, the various world’s so much leading edge thinkers approximately larger schooling within the arts provide clean instructions for instructing artists and architects for a post-digital destiny. a gaggle of artists, researchers, and lecturers from a dozen international locations right here redefine artwork on the interdisciplinary interface the place clinical inquiry and new applied sciences form aesthetic values. This quantity deals groundbreaking directions for paintings educators, demonstrating how the interaction among electronic and cultural platforms demands substitute pedagogical thoughts that motivate student-centered interactive learning.
“Mel Alexenberg, a truly subtle artist and pupil of a lot adventure within the complicated taking part in box of art-science-technology, addresses the hardly requested query: How does the ‘media magic’ converse content?”—Otto Piene, Professor Emeritus and Director, middle for complicated visible reports, Massachusetts Institute of Technology


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Just as wormholes are described as tunneling in quantum foam, connecting widely separated locations in the galaxy, we tunnel through data foam from hyperlink to hyperlink across our planetary Web. This is telematic mind – collective intelligence reaching a level of complexity which suggests the emergence of a kind of hypercortex, now at the core of our reality engine. The digital moment has passed – at least in the sense that the interface is disappearing, or certainly migrating, from a cabled, box-bound environment to a wireless multisensory, multi-modal, mobile form.

But Sheridan held that the specific technologies should not be the focus. Much more interesting were the processes by which ideas could be transformed (the generative systems) and their philosophical and artistic implications. She felt the scope of interest must stretch from historical art practices to the latest technologies and research. She taught students to tear the machines apart in order to get at core understandings. She taught lessons in light, heat, time, sound, magnetics, etc. She taught courses called Process I and Process II.

Combining these speculative courses with those focused on more commonplace applications has unexpected benefits. Students who have constructed prototypes are much more enterprising and empowered in their approach to troubleshooting and innovation even when working with conventional applications and environments. This comfort and initiative often has benefits in conventional settings because supervisors chose them for challenging new assignments and it also prepares some to be entrepreneurs, starting their own businesses.

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