teaching and learning projects

projects that build on exploratory concepts of teaching and learning

Really free school

Communique #1: “Surrounded by institutions and universities, there is newly occupied space where education can be re-imagined. Amidst the rising fees and mounting pressure for ‘success’, we value knowledge in a different currency; one that everyone can afford to trade. In this school, skills are swapped and information shared, culture cannot be bought or sold. Here is an autonomous space to find each other, to gain momentum, to cross-pollinate ideas and actions.

This is a part of the latest chapter in a long history of resistance. It is an open book, a pop-up space with no fixed agenda, unlimited in scope, This space aims to cultivate equality through collaboration and horizontal participation. A synthesis of workshops, talks, games, discussions, lessons, skill shares, debates, film screenings.”

Full Google Calendar Available Here.

Technology Will Save Us

Technology Will Save Us, a project by Daniel Hirschman & Bethany Koby,  is a haberdashery for technology and alternative education space dedicated to helping people to produce and not just consume technology.

http://technologywillsaveus.org/

Unitednationsplaza, Nightschool and The Building

Unitednationsplaza was a temporary, experimental school in Berlin, initiated by Anton Vidokle following the cancellation of Manifesta 6 on Cyprus, in 2006. Developed in collaboration with Boris Groys, Liam Gillick, Hatasha Sadr Haghighian, Nikolaus Hirsch, Martha Rosler, Walid Raad, Jalal Toufic and Tirdad Zolghadr, the project traveled to Mexico City (2008) and, eventually, to New York City under the name Night School (2008-2009) at the New Museum. Its program was organized around a number of public seminars, most of which are now available in their entirety in the online archive.

After Unitednationsplaza left Berlin, Julieta Aranda, Magdalena Magiera and Anton Vidokle re-opened the building that housed it as The Building (2008-2009), which hosted e-flux video rental, a reading room comprising several thousand publications on contemporary art and theory, and a series of monthly lectures by the Berlin based critic Jan Verwoert titled Why are conceptual artists painting again? Because they think it’s a good idea—also available in their entirety in the archives.

The video archive, realized by Jan Gerber and Susanne Lang and designed by Min Choi and Jeff Ramsey, is organized in four chapters:

unitednationsplaza

unitednationsplaza Mexico DF

nightschool

the building

The Exploding School

The exploding school takes  its cue from Colin Ward and Anthony Fysons’ book ‘Streetwork‘ as it seeks to utilise the city as its classroom. The school attaches itself to educational institutions, piggy- backing established infrastructures and administrative frameworks and organises tours in and around chosen cities with guest speakers and tour guides. Led by Nils Norman, it is part of the School of Walls and Space at the Royal Danish Academies of the Visual Arts, Copenhagen, Denmark.

Corner College

Based at the Perla-Mode in Zurich, the Corner College was founded in 2008 and is currently run by Urs Lehni, Jeannette Polin and Stefan Wagner. it is “an open space for irregularly occurring, quasi-academic activities such as workshops, lectures, readings, film screenings and culinary experiments.”

The college presents artist led workshops and events including the Summer School 09 by artist Antoni Wojtyra. Summer School presented readings, lectures, and films composed as a remedial Art theory class, organized in a spirit of “each one, teach one.” The 7 week course employed a collection Art and theory by artists and primarily addressed two major issues: the ability of Art to effect social change and places and strategies of Art production.


the school of everything


School of Everything connects people who want to learn with passionate teachers in their local area. The  site is free to join for both people who want to learn and people who want to teach. “Via the website, learners are able to search for teachers in their area, and, similarly teachers can search for learners. Registration is free, the site caters for teachers who charge for their lessons as well as those who offer lessons for free, or as part of a skill swop.”

London free school

http://londonfreeschool.wordpress.com/

Skill sharing in London Free and Autonomous spaces.

sundown schoolhouse


Sundown schoolhouse is a self-organised educational environment initiated by Fritz Haeg that takes place in his Los Angeles geodesic dome home and in itinerant locations.

Info: “SUNDOWN SALON gatherings occurred on periodic Sunday afternoons from 2001-2006 in the geodesic dome on Sundown Drive, galvanizing an extended community of friends, collaborators and peers from Los Angeles and beyond through events, happenings, gatherings, meetings, pageantry, performances, shows, stunts and spectacles. In 2006 it transformed into Sundown Schoolhouse, a self-organized educational environment originally based in the geodesic dome. Now that Haeg is often on the road around the U.S. and abroad for projects, exhibitions and talks, it continues as an itinerant school, and at times a companion to his various initiatives. In 2009 “Salon Colada: Miami” is presented by MOCA Miami and “The Sundown Salon Unfolding Archive” (Evil Twin Publications) is released, documenting the series of events with photos and stories contributed by hundreds of the artists who participated . The 380 page accordion folding book unfurls to become a 140 foot long instant exhibition. In fall 2009 Sundown Schoolhouse: Practicing Moving transformed The Center for the Arts Eagle Rock into an open practice hall for dance, exercise and movement.”

Homework

Homework is “a collaboration between artists Ditte Lyngkaer Pedersen, Carlos Motta, Lize Mogel, and Jeuno J.E Kim. Conceived as a study group, an editorial team and a curatorial collaborative, HOMEWORK investigates relationships between art and “the political”, education and politics, process and product.

We have varied interests and unique individual practices, but share a common ground in our critical engagement with the sociopolitical structures explored in their singular artistic manifestations and curatorial projects.

Aside from two physical meeting points in 2007, we use Skype every Tuesday as a classroom for discussion and artwurl.org as a discursive exhibition space to share our dialogues with a wider public. PS122 Gallery (NY) and Århus Kunstbygning (DK) are involved as exhibition spaces for physical manifestations encapsulating the creative process and presentations that went into and came out of our doing “homework”.”

The Polytechnical Institute

The Polytechnical Institute for the Study of the Expanding Field of Radical Urban Life is a collaborative art project by Ruth Maclennan with AIR at the Byam Shaw School of Art.

Platform for Pedagogy


A New York-based organization created by Bosko Blagojevic and Xenia Pachikov working to advance a culture of cross-disciplinary public lecture attendance and develop the lecture as form. The Platform Mailer is the weekly events e-mail publicizing public lectures in and around New York City.

http://www.platformed.org

http://platformed.org/mailer/?p=subscribe&id=1

About: ” Today, most public lectures in New York are funded and hosted by non-profit institutions such as museums and universities as part of the supporting programs to exhibition and course offerings. The embedding of the public lecture in the institution’s regular programming often results in a narrowing of attendees to those already initiated to the discursive terrain of the topic at hand or familiar with the host institution. The lectures included in Platform Mailer are selected from across disciplines and venues because we hope that our readers will attend a talk on a subject beyond the immediate field of their interest.

Platform for Pedagogy is an initiative to advance a culture of cross-disciplinary public lecture attendance and to develop the lecture as practice. We deal exclusively with public lectures. The determinate characteristic of the public lecture is form: the geographically bracketed transmission of knowledge by a privileged individual or group of individuals to an unsolicited public of mixed backgrounds and experiences.”

Interview by Mimi Luse: “Beyond the price-barriers that block access, can you speak of the dynamics of the public lecture as opposed to those of an accredited course or degree?

When Henry M. Leipziger was the commissioner of Public Lectures in New York, many lectures were in fact set up as courses—meaning there would be a series of lectures, usually by one speaker, with each one building on the prior. These talks were in fact meant to benefit the uneducated and underprivileged. Today, public lectures are often sponsored by institutions of higher learning, and have evolved into programming intended for an educated audience of professionals often well acquainted with a discipline. Unfortunately these events often fail to be promoted outside the hosting department and even more rarely beyond the institution—so while they are ostensibly public in practice they encourage a kind of insider audience.

Artistic production and art-related initiatives have recently taken up the idea of pedagogy as an artistic practice; via the lecture form, or through initiatives like the Bruce High Quality Foundation. How is this related to relational aesthetics, if at all?

There are many others going on right now in Manhattan and the outer boroughs, and it’s not surprising. New York is an echo chamber. But the language you are using here to describe those echoes originates in the 90s, perhaps from a single individual’s continental vision of his day’s serious art. It’s not a bad vision necessarily; it is also not uninspiring. But pedagogy in art—in the explicit, performative and aesthetic form you seem to be interested in—has been around much longer. Think of Beuys.”

Mobile Academy:The Black Market of Knowledge and Non-Knowledge

Black Markets 2005-2007: “The Black Market of Knowledge and Non-Knowledge is a temporary production and showroom in which narrative formats of knowledge mediation will be tried out and presented. Between 12 to 100 individual tables are occupied by experts (natural scientists, craftsmen, artists, philosophers, and neighbours) who are being invited to offer a portion of their knowledge that can be told and learned in 30 minutes. The audience (rather a customer on this evening) will be able to book an expert and his or her offer of knowledge for a half-hour, and to acquire this knowledge or ability in a mutual dialogue. Furthermore, the audience can choose among several experts/knowledge service personnel (12 to 120) and get checked in for several half-hour conversations. In this way, a hallucinated community college will be produced in which learning and unlearning, knowledge and non-knowledge, and strategies of living and surviving will change ownership in a non-institutional way. The transfer of knowledge as a communicative and performative act will become a collectivly, whispered story of knowledge on this night, all of this taking place in the theater, the originary location of public debate.”

http://www.blackmarket-archive.com

A project devised by Hannah Hurtzig with changing partners based at HAU, Berlin. Following ten Blackmarkets on different topics in Berlin, Warsaw, Istanbul, Hamburg, Graz, Vienna and other cities. Part of the Mobile Academy.

http://www.mobileacademy-berlin.com/

sloodle

an open source project integrating Second Life with the Moodle system

http://www.sloodle.org/moodle

The public school


The Public School was initiated by Telic Arts Exchange‘s Director, Sean Dockray, in 2007. Telic is a platform for exhibitions, performances, screenings, lectures and discussions in Los Angeles and the school operated in its Los Angeles location for a year before new schools, enacting the same model, were started in Berlin / Brussels / Durham / Helsinki / Los Angeles / New York / Philadelphia / San Juan.

THE PUBLIC SCHOOL is a school with no curriculum. At the moment, it operates as follows: first, classes are proposed by the public (I want to learn this or I want to teach this); then, people have the opportunity to sign up for the classes (I also want to learn that); finally, when enough people have expressed interest, the school finds a teacher and offers the class to those who signed up. The public school is not accredited, it does not give out degrees, and it has no affiliation with the public school system. It is a framework that supports autodidactic activities.

http://thepublicschool.org/

the machine project

Machine Project is a non-profit community space in the Echo Park neighborhood of Los Angeles investigating art, technology, natural history, science, music, literature, and food. In their Echo Park storefront, they produce events, workshops, and site-specific installations using hands-on engagement to make rarefied knowledge accessible.

the project is explained by machine’s founder marc allen, in an interview in Rhizome.

http://www.machineproject.com

future academy

An interdisciplinary experiment initiated by clementine deliss that seeks to facilitates free-form, rapid research and the development of ideas.

randolph cliff: future academy

http://www.futureacademy.info/

protest academy

an adhoc academy founded by paula roush as an experimental form of knowledge production

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