This study investigates the perceptive modalities constituted by the multi-screen projection installation and its architectural and spatial forms. The thesis explores the hypothesis that the affective spatial experience created by the spatially configured moving image space (MIS) produces changed spectatorial positions from that of the single screen (or one-directional multi screen). The research asks: How can we understand the spatially configured multi-screen projection installation as constituting a changed aesthetic perception for the spectator? The MIS comprises two major temporalities, the multi-image structure and the mobile spectator whose physical interaction articulates the receptive process. Thus, perception in the MIS is not purely constructed through vision. Instead, the spatio-temporal assemblage shapes other direct sense phenomena. These are the spatial intensities produced by the spatial field, i.e. variable sensations of spatial receptivity, which are not mediated by the gaze but experienced directly by the body. Further, the mobile gaze of the moving spectator intersects with the moving images, and constructs vision as fluid and transient. Merleau-Ponty (2006), first published 1945, proposed that the mobile orientation of the body in space creates changing points of reference and alters both vision and embodied experience of space. The analysis of two inter-related concepts aims to contribute to a new understanding of the MIS. The first is the interstitial modality established by the screen architecture which engenders temporal and spatial gaps that interrupt the process of perception. Interstitiality here serves as an analytical tool in discerning the specific spectatorial positions instituted by individual installations. The second is the process of inter-animation which is constituted by the corporeal interaction of the spectator in the animated space of the MIS. Spatial and temporal effects act upon the body of the viewer. In turn, the viewer negotiates the unfamiliar space and multiple interstices through intuitive reaction. Deleuze (1994), first published 1968, suggested that spatial intensities and differences create immediate sensory impact which is experienced as intuition. Intuition intervenes in the visual process and expands perception from observation and reflection to intuitive action.

Since 2009, there has been an increased presence of group exhibitions in public institutions in the UK and the US which address the ways contemporary artists in the past two decades have used text as a material, a subject, and a conceptual device. Significant amongst these exhibitions are Poor. Old. Tired. Horse. held at the Institute of Contemporary Art in London in 2009, and Ecstatic Alphabets/Heaps of Language held at the Museum of Modern Art in New York in 2012. Within their curatorial strategies, and independently from one another, both exhibitions draw a binary of the genealogy of text in art practice as emerging either from the international movement of concrete poetry of the mid-1950s to 1971 (including the work of Décio Pignatari, or Haraldo de Campos), or from conceptual art of the mid-1960s-early 1970s (including the work of Joseph Kosuth, Art & Language, Robert Smithson, or Mel Bochner). Such group exhibitions have overlooked how feminist, second generation conceptual artists embraced language as material. Artists of this second generation of conceptual art were critiquing conceptualism by introducing subject matter which looked outward from art and which demanded the audience to engage with language as a material through their use of the printed word, typography, written language, and methods of printing. For these artists, such as Mary Kelly, language was not presumed natural, and the materiality of text was necessary in order to engage an art audience in questions of power, representation, gender, and socialisation. With the rise of the digital age, the materiality of the linguistic signifier offers artists today something different than it did in the 1960s. Since the late 1990s, there has been a proliferation of works by contemporary artists in the UK and US that I refer to as text art, made by artists such as Fiona Banner, Janice Kerbel, Shannon Ebner, Pavel Büchler, or Paul Elliman. Part of my original contribution to knowledge is to explore the ways contemporary artists use text, to interrogate how this is different from work seen before, and to question the demands it places on the audience who reads it, as well as the challenges it places on the act of reading an artwork made of words. The literature emphasises a turn away from looking or the visual to a turn towards reading which occurred in conceptualism (Kotz, 2007; Blacksell, 2013). I explore the binary of this turn in the conceptual art period of 1966-1973 and I suggest that artists are engaging with text today not only to challenge how an audience encounters written language as art, but the very act of reading text in a digital world. The first three chapters explore the materiality of text in a historical genealogy of conceptual art, conceptual art in relationship to concrete poetry, and the feminist critique in second generation of conceptual art. The latter three chapters explore the materiality of text in contemporary art practices. This is the focus of the thesis, which builds on the foundation for materiality of text argued in chapters one, two, and three. I argue not for a cohesive movement of contemporary text artists, but rather, that diverse, contemporary artists’ practices are making similar investigations across text in art, and that this warrants attention to explore how we consider text as a medium today.

What is the voice embodied? How is it possible to understand the voice as a gesture: a movement perceived as body? What are the creative processes of expressing voice? An interdisciplinary study into the artistic training and performance of voice, the aim of this thesis is to explore these research questions by examining three contemporary voice practitioners in conjunction with my practice. The practitioners, Noah Pikes, Enrique Pardo, and Linda Wise, are original members from the Roy Hart Theatre (1969-1990). Founded in the 1960s on the pioneering work of the German musician and voice teacher Alfred Wolfsohn (1896-1962), Roy Hart and the Roy Hart Theatre extended Wolfsohn's distinctive interdisciplinary approach to voice training within theatre practice. This investigation brings together the practices of Pikes, Pardo, and Wise for the first time to explore a lineage of Wolfsohn and Hart's work. Examining the practitioners' interdisciplinary methodological approaches to voice training and performance, the research reveals how these original members of the Roy Hart Theatre are challenging conventional methodologies to the way in which the voice of the actor-singer-dancer is trained through practice. My interaction with these international practitioners and their practices produced primary documentary evidence in the form of video footage and interviews. This primary research material presented within the thesis, was filmed in the artists' studios in London, Zurich and Paris over a five-year period, and provides rare experiential insights into these contemporary interdisciplinary approaches to training voice and performance in multicultural professional workshop settings. In addition, the thesis contains DVD recordings of the documentary: 'The Whole Voice' (2002) detailing Pikes' praxis, and my contemporary solo theatre performance: 'The Badlands' (2004). Demonstrating elements of the practices central to my investigation, the performance of the 'The Badlands' should be viewed as one example in practice, of how the ideas explored in the thesis might be realized. Whilst the study of artistically training and performing voice is a practical endeavour, pedagogically the practice poses a number of complex theoretical questions concerning the nature of how the integral brain/body is experienced. My research endeavours to bring theory and practice together. It reveals variations in the practitioners' praxes, including a shift from Wolfsohn, who drew directly from the psychological theories espoused by C.G Jung, to Post-Jungian perspectives. The study explores the significance of this development, placing a particular emphasis upon how agency and the imagination are conceived in practice. Exploring beyond the fundamental Jungian and post-Jungian psychological theoretical frameworks underpinning the practices central to this study, I propose through my practice to examine the significance of extending Wolfsohn's original ideas about the voice embodied from an existential phenomenological line of thought and the parallels this philosophy shares with more recent research stemming from neuroscience.

The current debates about political art or aesthetic politics do not take the politics of art into account. How can artists address social politics when the politics of art remain opaque? Artists situated critically within the museum self-consciously acknowledge the institutional frame and their own complicity with it. Artists’ compromised role within the institution of art obscures their radically opposed values. Institutions are conservative hierarchies that aim to augment and consolidate their authority. How can works of art be liberating when the institutional conditions within which they are exhibited are exclusive, compromised and exploitive? Despite their purported neutrality, art institutions instrumentalise art politically and ideologically. Institutional mediation defines the work of art in the terms of its own ideology, controlling the legitimate discourse on value and meaning in art. In a society where everything is instrumentalised and heteronomously defined, autonomous art performs a social critique. Yet how is it possible to make autonomous works of art when they are instantly recuperated by commercial and ideological interests? At a certain point, my own art practice could no longer sustain these contradictions. This thesis researches the possibilities for a sustainable and uncompromised art practice. If art is the critical alternative to society then it must function critically and alternatively. Artistic ambition is not just a matter of aesthetic objectives or professional anxiety; it is particularly a matter of the values that artists affirm through their practice. Art can define its own terms of production and the burden of responsibility falls on artists. The Exploding Cinema Collective has survived independently for twenty years, testifying to this principle. Autonomy is a valuable tool in the critique of heteronomy, but artists must assert it. The concept of the autonomy of art must be replaced with the concept of the autonomy of the artist.

Abstract: This is a practice based PhD of predominantly video works/installations which seek to examine, alongside the accompanying reflective writing on these works, a particular dynamic set up between the artwork and the spectator which allows a rethinking of the model of the subject's relation to the 'other'. This investigation which is lead by my ongoing practice (presented as six artworks) is informed and underpinned by feminist theoretical concerns seeking a way out of the deadlock of Lacanian thinking which characterises the feminine as problematic (the other of the other). Though I make reference to psychoanalytic theories (as well as the writings of Deleuze), I will not give accounts of this background (though I will footnote key terms); I am therefore presuming a certain knowledge of these theories by my reader. The thesis (as practice and dissertation) explores more enabling accounts for the construction of identity which move beyond the fixed, traumatic model to propose that the encounter with the artwork enables more positive accounts of the self as fluid and open to change. This shift which now proposes a more productive relation to desire and otherness has been opened up, particularly by Elizabeth Grosz and Rosi Braidotti, through a consideration of Gilles Deleuze's notion of 'becoming' as a creative flow, an active force of connections and relations. This challenge to dominant accounts (both psychoanalytic and philosophical) that characterize desire negatively as a longing for something lost (tragically and impossibly), allows me to propose (theoretically and practically) the artwork as allowing us to 'become' by creating affect, where, immersed in a creative ongoing flow of connections and relations we 'become-hybrid' through an encounter with the other. As my contribution to knowledge and understanding, my thesis explores this affirmation of a new subjectivity through a sense of self as interactive (mobile) in the process of viewing; an inter-subjectivity which allows a freeing of the subject from the impulse to complete the self, allowing an engagement that does not set the subject against itself but produces new possibilities especially in a consideration of sexual difference. My practice argues for an engagement and creative response which allows for a dialogue of difference as non-oppositional; sensuous and expansive, the artwork proposes a new relation to gender, as beyond hierarchical (traumatic and fixed) oppositional accounts of the self. This shifts from an account of sexuality as problematic (or not) to one where the viewer is open to a renegotiation with questions of otherness and difference that underpin any notions of identity) to become productive of fluid accounts of the self.

The fundamental conceptualisation of what animation actually is has been changing in the face of material change to production and distribution methods since the introduction of digital technology. This re-conceptualisation has been contributed to by increasing artistic and academic interest in the field, such as the emergence of Animation Studies, a relatively new branch of academic enquiry that is establishing itself as a discipline. This research (documentation of live events and thesis) examines animation in the context of performance, rather than in terms of technology or material process. Its scope is neither to cover all possible types of animation nor to put forward a new ‘catch-all’ definition of animation, but rather to examine the site of performance in character animation and to propose animation as a form of performance. In elaborating this argument, each chapter is structured around the framing device of animation as a message that is encoded and produced, delivered and played back, then received and decoded. The PhD includes a portfolio of projects undertaken as part of the research process on which the text critically reflects. Due to their site-specific approach, these live events are documented through video and still images. The work represents an intertwining, interdisciplinary, post-animation praxis where theory and practice inform one another and test relationships between animation and performance to problematise a binary opposition between that which is live as opposed to that which is animated. It is contextualised by a review of historical practice and interviews with key contemporary practitioners whose work combines animation with an intermedial mixture of interaction design, fine art, dance and theatre.

Murals have been the formal visual interpretation of the cultural, social and political life of all ages. Throughout they have been consistently combined with their architectural setting, for example, in ancient Egyptian tombs, in Renaissance churches and on the external walls of buildings in Mexico in the twentieth century. This is a central feature of mural painting. However many contemporary murals do not integrate with their architectural settings, in other words, do not fulfil the site-specificity of the architectural spaces for which they were made. This means that the most important aspect that distinguishes murals from other types of painting is absent. I studied and analysed a number of murals produced in the Italian Renaissance, Baroque and Rococo as this particular period is considered to be not only one of the most significant in the history of art but also a period in which painting and architecture were very closely allied as practices. In particular the radical developments in painting of pictorial space took place along side the developments in architecture. I argue that Renaissance murals could be described, using the terminology of contemporary art, as site-specific art. By identifying the relationship between pictorial space, architectural space and compositional structure I was able to test, through my own practice, the importance of these relationships in understanding the site-specificity of the compositional structure of murals. To address the issue of sitespecificity in murals, I investigated and developed a set of compositional structures through my mural practice that could be applied in the design, execution, and teaching of contemporary mural design. I have developed the notion of a deconstructive method of mural design in which the illusory space of the mural derives its compositional structure from the architectural space in which it sited. I have applied it, tested it and refined it through the execution of a number of hypothetical and live mural commissions. I believe that the approach to the study and practice of mural design I have developed from the perspective of a practice lead researcher contributes to the furtherance of mural design as both a profession and field of study. In particular the identification of compositional structures in mural design and the proposal of a deconstructive method contributes to our understanding of what a mural is as well as current notions of site-specificity in contemporary art.

This PhD provides the first organized view of art therapy education in Australia. It focuses on the theories that are used in this specialized teaching and learning process. It evolved from the authors’ immersion in the field as a migrant art therapy educator to Australia from the UK and a desire to be reflexive on this experience. The research questions aimed to discover the field of art therapy education in Australia: to find out what theories and practices were taught; and where the theoretical influences were coming from, in order to develop understanding of this emerging field. Positioned as a piece of qualitative research a bricolage of methods were used to gather and analyse information from several sources (literature, institutional sources, and key participants, including the author) on the theories and practices of art therapy training programs in Australia. This also included investigating other places in the world shown to be influential (USA and UK). The bricolage approach (McLeod, 2006) included: phenomenology; hermeneutics; semi-structured interviews; practical evaluation (Patton, 1982, 1990/2002); autoethnography (Ellis & Bochner, 2000); heuristic (Moustakas, 1990); and visual methodologies (Kapitan, 2010). These were used to develop a body of knowledge in the form of institution/program profiles, educator profiles, country profiles and an autoethnographic contribution using visual processes. Epistemologically, the project is located in a paradigm of personal knowledge and subjectivity which emphasizes the importance of personal experience and interpretation. The findings contribute knowledge to support the development of art therapy education and the profession in Australia, towards the benefit, health and wellbeing of people in society. The findings show a diverse and multi-layered field of hybrid views and innovative approaches held within seven programs in the public university and private sectors. It was found that theories and practices are closely linked and that theoretical views have evolved from the people who teach the programs, location, professional contexts (health, arts, education, social, community) and the prevailing views within these contexts, which are driven by greater economic, socio-political forces and neo-liberal agendas. The university programs generally teach a range of the major theories of psychotherapy underpinned with a psychodynamic or humanistic perspective. Movement towards a more integrative and eclectic approach was found. This was linked to being part of more general masters programs and economic forces. The private sector programs are more distinctly grounded in a particular theoretical perspective or philosophical view. Key words distilled from the profiles included: conflict, transpersonal, survival through art, pedagogy, epistemology, theory driven by context and mental health. Important issues for art therapy education were identified as: the position and emphasis on art; working with the therapy/education tension; the gender imbalance in the profession; Indigenous perspectives; intercultural issues and difference. The horizons of the field revealed the importance of developing the profile of the profession, reconciling differences towards a more inclusive view and the growth of research. A trend towards opportunities in the social, education and community areas was found, driven by the increasing presence of discourses on arts and wellness.