Teaching to Transgress Toolbox → www.ttttoolbox.net
Erasmus+ Strategic Partnership with erg (Ecole de Recherche Graphique, Brussels)
and ISBA (Institut Supérieur des Beaux Arts, Besancon).
2019 - 2021
during first workshop intensive "How To Say It"
organised by erg, Brussels 27 - 31 January 2019
HDK-Valand TTTT research planning group:
Members of HDK-Valand research group:
Ida Flik (MA Investigative Journalism)
Kolbrún Inga Söring (MA Fine Art)
Lani Fusako DuVall (MA Design)
Danielle Heath (Alumna)
Samantha Hookway (teacher HDK Embedded Design)
Gloria López (MA Fine Art)
Åke Sjöberg (MA Fine Art)
Nontokozo Tshabalala (MA Design)
Sparring Partners → 8 -12 June 2020
Hosted by HDK-Valand, Göteborg
We will investigate the complexities of an institutional body.
Meet and work this body through its members, its language,
its movements, its protocols, its entry points, its questions.
01 Who is in the classroom
Exercises to introduce positionalities (pronoun round, access needs, language needs)
Finding methods and protocols to introduce ourselves.
What do we need to know from each other when we start working together.
How can we support each other. Not making assumptions.
Exercises for "radical listening".
In which way has the claim for neutrality in academia been mobilised
in the three participating institutions.
Mapping transnational tendencies of exclusions of critical practices
in art schools and universities.
Making the university a place for many different subjectivities.
Developing tools to acknowledge race and class privilege in learning and teaching.
03 Rethinking admission policies - confronting segregation.
Who gets in?
What are the current admission practices in the three partner institutions?
Admission boards to consider privilege and access to higher arts education.
Promoting dialogue between those who create the policies and those
who implement them.
Continuing to prioritise desegregation issues within higher education and
confronting inherent racism in art institutions.
04 The institution as a collective body
Mapping the assumptions and expectations of the different actors of the the art institution
(students, caretaker, administrator, technician, programme leader, management )
Increasing mutual understanding and empathy for the different actors inhabiting the institution.
05 Inclusive assessment manifesto
If we saw an artschool operating "Open Source", what would that mean
for our evaluation, assessment and grading protocols?
Mobilising current and historic examples of non-normative (feminist, de-colonial,
intersectional) accounts of examination practices in the art school.
Rethinking the parameters, values and hierarchies implicit in current
assessment and exam practices.
06 How to speak to people you disagree with?
The politics of emotions in the classroom
Developing tools and strategies to disagree respectfully.
Developing methods to establish a critical awareness of how
emotions have been disregarded as fundamental learning component.
Developing methods to create a learning environment that is alert to
emotional diversity and heterogeneity in the classroom.
07 Boxing Club
Radical bodily dialogue.
Methods to create expanded conceptions and experiences of
collaboration and negotiation.
Provide insights into practices of care and support by learning
about each others’ physical and emotional boundaries.
collective research and study programme
We identify a problem.
We describe it.
We want to find a solution.
We do research.
We experiment. We practice it.
We see how it went.
We share our reflections and potentially developed methods - so others can use it.
The sharing happens on the online platform, in workshops and organised events.
Please get in touch, if this project sounds interesting to you or/and you'd like to get involved.