These pages include parts of the process diary, notes on process, reading, as well as photos from my research process.  These are abstracts of my research and therefore curated in their own right to show not only my somewhat sprawling process but also my honest attempt to share how I document and research in my process. These “written expositions” mirrors how I gather material when I work as a performer and performance maker. This document is as much about me finding out what I did in the project as you are attempting to understand the project´s content, methods and results. It is me looking at the produced material from the outside, curating it to try out words on the method, content and material. I have written about the work reflectively at the same time as I invite you into this action. It´s speculative and intimate.   During my master studies in Performing Arts, I have reflected on what it means to be a performer beyond the symbolic meaning of it- such, as being material or representation for someone else work. I have investigated what the performer spends time doing and reflecting on beyond what is seen “on stage”, and present that, whatever it is and looks like. I have then, in my final degree project, looked at how I can use my gained knowledge as a mainly interactive performer in relation to performance arts and black feminism theory to create my own artistic practice.   My aim has been to do this by being, meaning to exist with, breathing with, becoming part of, attending to and situating myself in relation to performance arts and black feminism theory in a mindful manner.

This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.

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Cette recherche étudie la possibilité pour les enseignants d’arts plastiques au secondaire de permettre à leurs élèves de créer des oeuvres à partir de questions plus sensibles, comme le feraient de véritables artistes. Elle part de l’hypothèse que certains enseignants hésitent à approuver les intentions sensibles soumises spontanément par leurs élèves, allant même jusqu’à les interdire, ne sachant pas comment y répondre de façon satisfaisante. Elle souligne le fait que ce type de questions peut favoriser la création d’oeuvres pertinentes, authentiques et signifiantes, mais que cela exige des pratiques de régulation capables d ’amener les élèves à créer dans un contexte scolaire où le regard du public compte. Elle mise ainsi sur la possibilité de découvrir, de comprendre et de décrire le phénomène de la pratique de régulation des enseignants face aux questions sensibles soumises par leurs élèves afin de cibler les gestes susceptibles d’amener les élèves à développer une posture similaire à celle d’artistes professionnels. Elle s’appuie sur six composantes inhérentes à ce type de régulation : les questions sensibles, l ’enseignant, l’adolescent, la création, le contexte et le public. Il s’agit d ’une recherche descriptive, qui emprunte des éléments à la recherche phénoménologique et qui adopte un parcours en partie heuristique. Elle fait état de l’expérience de régulation des questions sensibles de la chercheure et de celle de cinq autres enseignants participants oeuvrant auprès d’élèves du secondaire dans un établissement scolaire du Québec. Les résultats de la recherche mettent en relief la nature et les finalités des gestes de régulation recensés par les participants et ils démontrent l ’importance de certains de ces gestes, dont ceux favorisant l’action conjointe ainsi que ceux servant à identifier les conditions favorables au travail des questions sensibles. La recherche prouve l’importance de la réflexion en continu dans le processus de régulation de ce type de questions, processus soutenu à la fois par les élèves et l ’enseignant qui travaillent de concert afin de faire progresser les intentions sensibles initiales qui s’actualisent et se précisent au fur et à mesure que progresse le travail de création. Elle montre également l ’importance de mettre en place une régulation qui tienne compte du public, de la diffusion des oeuvres sensibles faites en classe ainsi que des visées d ’exposition. / This research questions the possibility for secondary school visual arts teachers to allow their students to create artworks dealing with sensitive issues, the way real artists would. It is based on the hypothesis that some teachers are reluctant to accept sensitive intentions that are spontaneously submitted to them by their students, even going so far as to forbid them, because they do not know how to address these issues properly. The research emphasizes that exploring these issues can promote the creation of relevant, authentic and meaningful artworks, however, this requires regulatory measures capable of engaging students creating in a school context where public perception matters. The research is committed to the possibility of discovering, understanding and describing teachers’ regulatory measures when dealing with sensitive issues proposed by their students. It aims to identify actions that may help them develop a personal point of view, similar to those of professional artists. The study is based on six components that are inherent to these types of regulations: sensitive issues, teachers, teenagers, creation, context and audience. This research is descriptive, drawing from elements of phenomenological studies and adopting a partly heuristic approach. It reports on the researcher’s own experience addressing sensitive issues with these regulatory measures, as well as the experiences of five other participating teachers working with students in a secondary school in Quebec. The results of this research highlight the nature and purposes of the regulatory measures identified by the participants and reveal the significance of some of these measures, including those that promote joint action and those that help identify the most conducive conditions for working with sensitive issues. It proves that continuous reflection is essential during the process of regulating these types of questions. This process is carried out by both students and teachers, working together to develop the initial sensitive intentions that are actualized and clarified as the creative work progresses. The study also illustrates the importance of implementing regulations that consider the audience, the display of sensitive work in class and the objectives of the exhibit.

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[pt] O propósito desta pesquisa é qualificar O Livro Vermelho de C. G. Jung como obra de arte. Para isso buscou-se primeiramente quais os conceitos e critérios de validação do livro como tal. Circunscritas as espécies que transitam nessa categoria – livros raros e livros de artista – contemplamos, por meio de um percurso histórico pela história do livro, suas especificidades, pressupostos e aproximações, pois, se por um lado, semelhante aos manuscritos medievais iluminados, tal publicação revigora o livro como obra de arte, por outro lado o processo de criação da obra rompe com o paradigma da feitura do livro através de um processo colaborativo e especializado em vigor desde aquela época, no qual, tradicionalmente, o autor escreve textos, não produz livros. Essa mudança de paradigma vem a ser um dos principais pressupostos da categoria que recoloca na história o livro como obra de arte por meio do campo do livro de artista – em seu sentido lato –, segundo o qual o autor não apenas escreve, mas faz o livro, e estuda-se a si mesmo no processo, então como circunscrevê-lo? Com isso esperamos atingir o objetivo subjacente ao tema central – resgatar o valor cultural e artístico do livro, ressaltando o potencial plástico e criativo que ele oferece. / [en] The purpose of this research is to qualify The Red Book of C.G. Jung as a work of art. For this, we first sought what concepts and validation criteria of the book as such. Circumscribed the species that pass through this category – rare books and artist books – we contemplate, through a historical journey, through the history of the book, its specificities, assumptions and approximations, because, if on the one hand, similar to the illuminated medieval manuscripts, such publication reinvigorates the book as a work of art, on the other hand, the process of creation of the work breaks with the paradigm of book making through a collaborative and specialized process in force since that time, in which, traditionally, the author writes texts, does not produce books. This paradigm shift is one of the main assumptions of the category that relocates in history the book as a work of art through the field of the artist s book – in its broad sense – according to which the author not only writes, but makes the book, and is studied to himself in the process, so how to circumscribe it? With this we hope to achieve the objective underlying the central theme – to rescue the cultural and artistic value of the book, highlighting the plastic and creative potential it offers.

This thesis rest upon a distinction between the artistic creative process on the one hand and the architectural creative process on the other. This distinction rest upon the writers own experiences of both fields. The thesis aim to discuss similarities and discrepancies between the two and ground this reasoning in theoretical texts.  Starting out by analyzing the introduction of photography into the realm of architecture, this thesis makes the claim that our processes has since this introduction been increasingly ruled by the point of view of the camera and decreasingly ruled by our experiences as physical bodies in space.  Arguing that this has a negative impact on both the spaces we create and on the quality and joy of our creative processes the thesis connects this to the never ending aim for efficiency, an aim facilitated by computer software. The thesis proceeds by stating that this negative impact ought to be more analysed, and that architects might have things to gain by welcoming in parts that might seem evident for an artist in their processes i.e. time for reflection, a valuing of mistakes as holders of potential and knowledge, the notion of play, and the possibility to fail and perhaps even perceive those failures as treasures rather then perceive them as failed perfectionism.  In a fragment of my case study, accounted for in the appendix to this written report, the thesis dives in to one of the mistakes created during the architectural project of the thesis. Aiming to prove the point that no mistake is without potential, I let this case study illustrate how this specific mistake came to be a founding part of the whole project. The thesis argues that when one person sees and/or experiences what another might deem as a mistake, their interpretation might lead to new ideas and possibilities. Hence, in order for a project or an art piece to reach its full potential, the thesis concludes that no one should perform processes of architecture, nor art, completely alone.

Den här uppsatsen undersöker vilka aspekter som är viktiga för att skapa en röd tråd i genreöverskridande musik. Med en mångsidig musikalisk bakgrund och ett intresse för att skapa musik inom ett flertal olika genrer kände jag ett behov att hitta gemensamma nämnare i min musikproduktion. Målet var att identifiera de element som krävs för att uppnå enhetlighet i genreöverskridande musik samtidigt som den kreativa friheten bibehålls. Processen gick ut på att experimentera med olika genrer och produktionstekniker. Jag valde att skapa en gemensam ljudbild med hjälp av ljudval, mix och produktionsteknik för att på så vis uppnå en röd tråd i projektet. Genom att producera en analog ljudbild, kännetecknad av retro och varma egenskaper som påminner om musiken från 1970-talet till 1990-talet, strävade jag efter att sammanföra de varierande musikaliska elementen i de olika låtarna. Det innebar också att avgränsa arbetet till vissa specifika genrer såsom hip-hop, soul, RnB, pop, house, techno, indie, rock och garage. Låtarna kunde dessutom bestå av fusioner av dessa genrer.  Det här arbetet presenterar de kreativa processer som tillämpades, de resultat som uppnåddes, och de reflektioner som gjordes. Den ger insikter i hur jag balanserar friheten att utforska olika musikgenrer med behovet att uppnå en enhetlig musikalisk estetik. / This thesis explores the challenge of creating a cohesive collection of music that spans multiple genres. With a diverse background and interest in various music genres, I felt the need to seek a common thread in my music production. The goal was to find the elements necessary for achieving coherence in genre-crossing music while maintaining creative freedom. The process involved experimentation with different genres and production techniques. I focused on using analog sound emulations to establish a warm, retro sound throughout the project. It also involved selecting specific genres such as hip-hop, soul, RnB, pop, house, techno, indie, rock, and garage, and creating a collection of tracks that could include fusions of these genres. By maintaining an analog sound aesthetic, characterized by retro and warm qualities reminiscent of music from the 1970s to the 1990s, I aimed to unify the diverse musical elements. This thesis presents my journey, the creative processes that were applied, the outcomes that were achieved, and reflections on the experience. It offers insights into balancing the freedom to explore various musical genres with the necessity of a unified musical aesthetic.

This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. / Psychology of Education / M. Ed. (Guidance and Counselling)