after reading 4

I’m working towards developing a measure: a method of assessing progression and  a way of recording the results of research over a period of time. I began today by drawing some simple forms — a square, a circle, and an unusual shape. I repeat the gesture of tracing over the same marks hundreds of times. Repetition is comforting. I mark the page, I mark the mark and the page, I move slowly at first, calculating the motion. I don’t have perfect control. I make marks over marks, almost always diverging from the previous path …the desire to trace and the desire to evade. There is a tension in the mark as I search for new territory, unmarked territory. The shapes seem to drift,  if I continue they will leave the paper. Speed leads to simplicity. Fluidity.

About constanzasilva

I am currently a PhD candidate in Education (educational technology specialization) at Concordia University. My approach to research in education is interdisciplinary; I draw upon science and technology studies, the philosophy of technology, the visual and media arts, educational technology, higher education studies and adult education. I am developing a comparative study of articles on MOOCs in popular and academic literature to illuminate constructions of "public" and "private" in debates on technology in education. I hold a Master of Fine Arts (Concordia University 2005) with a specialization in robotic arts. What are the potentials and limitations of technology for learning in the arts? How does the case of the visual arts help us understand the role of emerging technologies for learning among student professor relationships in higher education learning contexts? View all posts by constanzasilva

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