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From Dean Kenning’s “What We Do and What Is Done to Us: Teaching Art as Culture“

Dean Kenning, Social Body Mind Map

I just finished reading and making notes on (using the Digestion System I employ to get around my badly limited memory, which is i think detailed in an earlier post) a paper shared with me by the artist and lecturer Dean Kenning. I’ve known Dean’s work for a while, we’ve been on panels and in exhibitions together going back 5 years or so, but this is the first time I’ve been able to got through a text to understand this system which he uses in teaching. I’m going to attempt to summarize it briefly here, and then talk about what happened when I tried the system myself.

Dean sets up the context for the workshop against increasing pressures in the UK on art education. The system of education in this country is primarily based around learning, recalling, and appling pre-existing methods and facts on demand, to satisfy predetermined outcomes. This is a problem because it is both incompatible with learning art, but also therefor discounts art and the definition of “thinking” it embodies. The thinking in art is generative, rather than prescriptive. There are ideological reasons for this which Dean doesn't go into but which should be fairly obvious in relation to school as site of labour discipline and enforcer of pre existing hierarchies of thought and power.

The “Social Body Mind Map” is method of understanding an artwork in particular, and art making in general as not arising from either a pre established set of ideas, or from an inscrutable and unknowable mystical self. It does this through the use of “the diagram” which i will return to, but first the aim of the workshop which this system is delivered to students by is characterised within its name, and the pairings of the four words. The “Social Body” reminds us that this is primarily about understanding self not as an autonomous individual but as the expression of multiple flows through one’s body connecting to things outside of it over time. The “self” (and Dead draws from Deleuze here) is better understood as an area where possibilities and influences converge. I wont go into more detail than that, as explaining this is in part what the workshop does. the second pairing is “Body Mind” and this emphasises that the thinking is something we do with our bodies rather than in some abstracted upper hierarchy. In fact Dean proposes the SBMM is a process of thinking through a diagram. Finally the paring “Mind Map” is a recognisable one to most students and is there to add a recognisable position to begin from. Dean’s mind map is not the same as the spider diagrams we might learn in school though for an important reason. Normally the mind map begins with a clear central position, the subject being “brain stormed”. Dean rightly points out that this standard method generally results in the reinforcement of existing structures, it favours cliches especially at first. Dean’s mind map will change this, by having the central position occupied by a partially unknown quantity. This unknown quantity will be “the art work”, which can be a completed, in progress or future one. Dean’s aim for this is as already stated to allow art works to be understood not as the reflection of some static self but as "generative of a subject”. The aim is also to articulate the “thinking” involved in art which is also generative. Finally, in order to achieve the latter, the workshop uses the former to “alienate the student from their work”, to make the artwork strange and not simply a “reflection” and therefore grant them agency in the process of production of thought.

Workshop stage 1

the workshop begins by prepping the participants to think of where an artwork arises from other than just as a reflection of some unknowable constant self. Dean draws up a series of headings under which as a group they list the things which answer broadly the question “that facilitated this artwork coming to be?” the headings are

Capacities (things like: perception, imagination, strength, emotion etc)

Motivations (things like: Will, pleasure, boredom, instruction, deadlines)

Resources (things like: materials, tools, support from teacher, friends etc)

Organisations (things like: school, galleries, manufacturers, government etc)

So thinking about the production of the artwork moves from “I used my imagination” alone, to a series of statements such as “i used perception of the feeling of clay to see what forms it could hold without collapsing” and “The government set a syllabus which means is followed by my teacher who sets the deadline of two weeks to produce this artwork” and so on.

workshop stage 2

Dean then leads and example mind map, having already primed the students to think about their work in terms of these networks. the mind map begins with a “?” in its centre, and Dean tracks the influences which converge in this central point which is procedurally redrawn as “the artwork”.

Students then do their own, on their own, drawing on large paper this network. of factors which caused this artwork to be. Dean has some good examples of how a student, whos central image the wardrobe grew a giant toe in the drawing. The toe is in fact the act of student stubbing their own toe against the wardrobe in the dark which has identified as a factor in why they were drawn to make an artwork about it.

Dean’s recounting of conversations with students show that this workshop serves to uncover unknown or disregarded factors in the production of artworks. its described as “digging up hidden roots”. I think this is really important, I very much remember the feeling of art production as something “mysterious” in the sense that it was obscure. Following that pop cultural ciche of art just arising from some internal genius, that art was a reflection of the character or soul of the person making it. The process of production of ideas was not something I ever saw discussed in any art school I studied in including at Masters level. I understood in the second year of my MA that emotions where important, specifically that I could not make work when anxious, and I also developed rules around when during its cycle of development/production/reflection I would analyse a work (I’m currently deliberately breaking this rule, having adhered to it for over 10 years, specifically so I can understand it better, but thats another post)

Finally what also of note, is the manner in which the capacities/motivations/resources/organisations are connected to the alienated central artwork in the diagram also become important. As with everything in Dean’s system, there’s no prescribed way to do it, but in drawing out a line as a big toe, or casually decided as in mine to draw “fear” as the contents of a specimen jar this opens up further layers of reflection. This is a process of achieving that art teacher mantra of “letting go”. How you draw the limbs or tentacles becomes important without being anxiety provoking up front.

Final final note, as stated all of the system is adaptable and emergent. The lists of capacities etc as just an example, and they are generated with the group including the potential for entirely new categories. I copied Deans example list into my notebook above, and used both that and further examples as and when i thought of them .

My SBMM for “Ok, Welcome to the black parade”

OWTTBP is an artwork I started, and then deliberately let stall and left incomplete a couple of weeks ago because I wanted to write about the process of making it (even though this breaks a rule I’ve long followed, which is to not take apart works in progress, but to only analyse my works when there is at least one completed work between them and what I am working on now, my “one work buffer” rule). Reading Dean’s model for SBMM seemed like a perfect opportunity to work on this Reanimator corpse that I had left partially assembled, and also understand the process Dean is talking about better through employing it.

[Briefly, the “artwork” as it stands is a short science fiction story, written to an arbitrary formal constraint of 5 line paragraphs for the majority of the text. There are two points where this 5 line pattern deviates. firstly there is a section where the paragraphs all begin “You wake up...” for 7 paragraphs (there are around 50 of the 5 line paragraphs, paras 31-37 begin with “you wake up”. Secondly, after the narrative in the 5 line paras ends, there is an epilogue, which loosely sticks to 2 line paras, and has a different tone of voice. The artwork so far exists as this narrative, and a structure whereby I want something to happen between each of those 5 line parars (excluding the block which begin “you wake up”, which are back to back, in the manner of the scenes of strobing in and out of consciousness we are familiar with in cinema) which pulls the audience out from the narrative into an unstable space. Likewise there will be unstable space between the paras of the epilogue, but where I understand the former unstable space to be disordered but partly intelligible, the space between the epilogue paragraphs should be utterly ahuman.]

Above in pink is a diagram I had already developed (there is another one in the post before this) on my own to try and understand the art work I had made. the Diagram using SBMM is right at the top of this post, drawn by hand in my notebook. What became apparent when drawing is that the diagram was going to be much larger than i had space for. There are threads which I felt dissatisfied with because i knew there was so much more detail which had been left out due to the “resolution” I was working at. For example, the first thread I drew was the “Verbal tic” head at the 12 o’clock position in the diagram. I have verbal tics which occur mostly when I am stressed and/or struggling to manage my intrusive thoughts. It feels like trying to tap alt-f4 with my brain or shake and etch-a-sketch. What I happen to mutter in the form of these tics goes through phases and for whatever reason, I had been muttering “Ok, welcome to the black parade” for a few weeks at the point when I decided to write a new story, and this become the image I began with, a character repeatedly muttering a statement about a My Chemical Romance song (which I must admit, at the time, I hadn’t even knowingly heard, i just knew the name).

My point is, that Verbal tic head could itself have expanded with multiple growths outward which followed the trains of why I came to be muttering that, how I had come into contact with the phrase, how I had experience in my practice of taking an arbitrary starting point to jump start a work, how I like the Becketian aspect of my tics which make language alien, how I like the repetition, how they connect in both directions of causality to anxiety (they are caused by stress, but they also draw attention to me) and so on and so on.

In closing, I think SBMM is a fantastic system, and its refreshing to try someone else’s system of diagrammatics, rather than my own which is utterly organic and chaotic (see pink diagrams, and the monkey-goth drawing at the end of this post which I drew to write the “ok, welcome to the black parade” narrative from). I’m currently prepping material to write the section of my thesis which is about diagrams, and Dean’s system is going to be in there, especially as it serves a very good bridge between the chaotic-code-switch which i employ for practice and the much more structure systems I use for written research such as the Digestion System.

#art #dean kenning #deleuze #diagrams #phd #research #drawing #science fiction #animals #horror #art research #art practice #uma breakdown

From Dean Kenning’s “What We Do and What Is Done to Us: Teaching Art as Culture“

#Dean Kenning

David Burrows and Dean Kenning, 2015

"How many of these rough political rats are there around us? How many of them break things they don’t understand? How many of these rats simplify? How many of them have built such homogeneous, cruel systems upon the horror of disorder and noise?" — Michel Serres, The Parasite

"The plague is met by order; its function is to sort out every possible confusion." — Michel Foucault, Discipline & Punish

(via Plague of Diagrams | Institute of Contemporary Arts)

#DRUGG #diagrams #rats #david burrows #dean kenning #plague #systems #order #understanding #perspective #function #concept #percept #perception #geometry #meaning #philosophy #science

PLAY SENSE: TALKING

Symposium Saturday 23 May 1:30–6 p.m.

Gerald Moore Gallery, Mottingham Lane, SE9 4RW

Book a place @ bookwhen.com/geraldmooregallery

Matthew Cornford, Annie Davey, Ralph Dorey, Dean Kenning, Tara Page, Florian Roithmayr

Play Sense: talking brings together artists and researchers that explore the knotted seams between learning, experience, image, object, language. This event seeks to explore how we can operate between the act of learning and recording learning.

As artists, researchers, educators, students, how do we deal with the requirement to record and present learning, especially as these processes can be fluid, latent, invisible? Can experimental or materials-lead approaches offer alternative forms of knowledge; countering the clarity and speed of text? How are learning experiences documented, represented, aesthetized, valued, communicated? And, can experimental approaches resist being flattened or inscribed back into history or convention?

Speakers are invited to explore connections between art, learning processes and documents from their individual perspectives.

Matthew Cornford is Professor of Fine Art at the University of Brighton, where he leads the BA (Hons) Fine Art Critical Practice course. Matthew collaborates with David Cross as Cornford & Cross. In addition he is working with John Beck on a research project to document the sites of former art schools.

http://arts.brighton.ac.uk/staff/matthew-cornford

http://www.cornfordandcross.com/

Annie Davey is an artist and lecturer presently teaching on the MA Art and Design in Education programme at the UCL Institute of Education, where she is undertaking her PHD.

http://www.ioe.ac.uk/staff/89181.html

http://spaceinbetween.co.uk/exhibited-artists/annie-davey/

Ralph Dorey is an artist and teacher who operates under Sender Brocken and as part of AAS.

http://www.ralphdorey.co.uk/

http://www.senderbrocken.co.uk/

http://aasgroup.net/

Dean Kenning is an artist and writer. Dean currently teaches on BA Fine Art and MRes Art & Philosophy at Central Saint Martins and is Research Fellow in Fine Art at Kingston University.

http://www.deankenning.com/art.html

http://fada.kingston.ac.uk/staff/view_staff.php?id=72

Tara Page is an artist researcher teacher and Head of the MA Artist Teacher and Contemporary Practices (MAAT) at Goldsmiths University of London.

http://www.gold.ac.uk/educational-studies/staff/page/

Florian Roithmayr is an artist with recent solo exhibitions at: MOT International, Brussels; Site Gallery, Sheffield; and Treignac Project, France.

http://www.motinternational.com/artists/florian-roithmayr/

http://www.sitegallery.org/archives/6661

Further info @ playsenseproject.tumblr.com.

Play Sense: Talking is part of a wider project developed by Fay Nicolson in collaboration with Gerald Moore Gallery and is kindly supported by Arts Council England.