My practice-based research reflects on insights gained through my placement journey at The New School, a pioneering institution committed to child-centred approaches to teaching and learning in UK education. This placement experience has sparked a deep exploration into the theory of new materialism (Barad, 2007), the pivotal role of touch in art education and its influence on play.
As both a learner and educator, I have observed the complex power dynamics within structured and unstructured play environments. Adult intervention can inadvertently stifle children's autonomy, while unstructured play also sees power dynamics emerge as children negotiate roles.
In parallel, I've grappled with the tension between my roles as an educator and artist. The struggle lies in understanding the relationship between my interests as an artist and the educator I aspire to be. Through sensory workshops, where students engaged with materials in a tactile and exploratory manner, I've confronted this question head-on.
This video installation unravels these intricate power dynamics and the symbiotic relationship between educator and artist within the field of education. In essence, it explores how educators, students, and materials interact, and the artistic and pedagogical identities they produce.
In parallel, I've grappled with the tension between my roles as an educator and artist. The struggle lies in understanding the relationship between my interests as an artist and the educator I aspire to be. Through sensory workshops, where students engaged with materials in a tactile and exploratory manner, I've confronted this question head-on.
This video installation unravels these intricate power dynamics and the symbiotic relationship between educator and artist within the field of education. In essence, it explores how educators, students, and materials interact, and the artistic and pedagogical identities they produce.