wired studio conversation

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we're talking about pipes and we're having fun though everyone thinks i might be a psycho nut

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Tech Thoughts on Teaching & Learning

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© 2011 Doyeon Kim A question we keep coming back to: how do we balance skill-learning and skill-teaching within the multifaceted conversation about ideas, history, and practice that makes up art education? If you're studying photography, design, new media, or art in any of a dozen guises, this question is at the core of what you're doing — whether you explicitly ask it or not (because the folks who run your course have asked and answered it for you). And if you're teaching photography, design, etc., it's even more critical — because your answer affects, de facto , the lives of everyone who studies with you. There are several ways to divide this up, and many different rationales for arguing this side or that side, but the equation basically comes down to two options: either skill is more important than history and theory, or vice versa. And perhaps a third option — oops, almost forgot — skill, history, and theory might be equally important. Abandoned © 2011 Yar
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i'm thinking about surfaces. is that a picture? the nothing below the something above the flat of it. a question lifts above and hovers. is that a picture? if i walk up to you and breathe will you recoil, sink beneath, or respond. i see a surface and touch nothing, lines. skin. i want to make a picture so i need to surface.
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