Monday 19 February 2024 (week 17) – 13.00 UK time
Curate your blog deadline
add a page called ‘Unit 1 assessment’ to your blog – copy and paste the learning outcomes for Unit 1 and provide links and short comments to show how you have met these learning outcomes
Learning Outcome 1:
Formulate, describe and implement a challenging and self-directed programme of study, relating to your Study Statement.
(Assessment Criteria: Enquiry)
Open development of a series of paintings / works taking William Blake’s ‘the Book of Urizen‘ as a starting point. Urizen as a realisation of the consequences of the politics and philosophies of hierarchies and oppression. A multiplicity of landscapes folded into each other creating spaces of imagination and invention.
The blog gives a basic foundation to fall back on – I can look back on previous posts to back up (or invigorate) current streams of research – maybe follow up unfinished ideas or use as a springboard to go off on a tangent.
Blake text ‘the book of urizen’ as my central point of text relating to contemporary propositions of what ‘urizen’ and ‘Babylon’ might be. I can use it as a point from which I can strike out – use it to touch on a broad range of ideas and images.
Oblique studies of poets and artists who bring disparate elements together.
Keeping the blog loose and interconnected – spreading ideas over numerous blogs – allowing me to think on how I develop ideas, and understand the more complex writers I’m following. Connections can grow and deepen given the time for me to contemplate. Slowing time in study as an element of core work ethic.
Taking disparate sources of study and giving them connections opening up a mix of values and forms.
Learning Outcome 2:
Implement appropriate working methods for building an independent and effective self-organisation that enables the critical engagement with practice-based research.
(Assessment Criteria: Process)
Starting a thought in one blog post and then continuing it in another – sometimes after a considerable time and number of other blogs.
This helps me – rather than coming up with glib or or over contrived conclusions / arguments – I stretch them out so I can think through ideas over a longer period of time, I find consciously focusing on another topic / subject helps the ideas brew. So as the blog shifts its focus and tone and purpose I can test things out to see how they might co-exist. A clear point of interest might inspire a specific painting, a title, a series of paintings or maybe further lines of study.
Primary texts and secondary texts.
This last post holds a quote from A. L. Morton placed beside a drawing of a figure from ‘the book of urizen’ – the latter started in a visit to a print held at the Fitzwilliam Museum in Cambridge – an original from Blake’s own hand.
Drawing and photography are my primary tools for collecting information in person. I have been in touch with Prynne directly and started questioning Blake scholars through contacts and social media.
Learning Outcome 3:
Communicate a critical understanding of your developing practice.
(Assessment Criteria: Knowledge, Communication)
Threaded through my processes and practises is games and meditations on time. A form of history painting emphasising our landscapes as built environments – physically, politically and historically, Bringing in information detritus and material dissolution and visual syllogisms.
Using Blake’s philosophical and political systems to bring out political themes and exploring the processes he evokes as well as those he patterns through his poetry.
A broad range of painting and drawing experience to investigate materials and continue to increase recycling of waste to create paints and devising more sustainable tools.
I give a great deal of attention to art and artists around me, engaging with dialogues and exhibiting together. Contributing design to fellow artists work. Good knowledge and research skills to expand knowledge of painting – in terms of materials and theory.
There’s a little provocation in the manner of the blog – what’s useful to me offers the reader a frustrated read, I do not want it to be easy for the reader – one blog post rarely functions as a piece to itself but requires further blog posts which give some context and perhaps more information for explication.
The paintings and drawings follow similar purposes, it’s for the viewer to judge behaviour and values and search for meaning. Titles and complementary writing might complicate more, or give poetic counterpoint. Counterpoint is how I build relations between the broad variety of values, subjects and forms. Texture and colour, forms open or in transmutation; all give physical weight to physical object.
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