Wednesday 10 October, 12:00
All stages welcome
Kathleen Madden was the Commissioning Editor for Contemporary Art at Phaidon Press where she published Vitamin Ph: New Perspectives in Photography and Ice Cream, the fourth book in the Cream series, which invites ten international curators to select ten emerging artists resulting in a book with 100 international emerging artists. Prior to accepting her position at Phaidon she was working on a PhD with Professor Michael Corris on late-60s conceptual art, looking at the show, When Attitudes Become Form curated by Harald Szeemann in 1969 at the Kunsthalle Bern and later organized by Charles Harrison at the Institute of Contemporary Arts, London. The crux of the thesis is an examination of the impact of traveling this groundbreaking show, where site-specific art was first realized in a museum setting. From 2003-2005 she also worked in the Department of Exhibitions and Displays at Tate Modern and later at the Barbican Art Centre on the exhibition Colour After Klein. She is now a freelance contemporary art book editor, working directly with artists.
Among other things, Kathleen will be discussing her work on the book Vitamin Ph, on some issues of politics and censorship.
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This discussion page has been set up to let BACCC students share opinions and comments about guest lectures.
What we'd like is that you write up your notes from the lectures and post them here. You can also respond to posts.
The blog represents a project I'm doing as part of my teacher-training (PGCert in Learning and Teaching in Higher Education). My aim is to try to get students to engage with the guest lectures in a more critical way, learning how to ask better questions of the speaker and draw the material from the lectures into the work you do in essays and other projects.
When I was doing my MA in art history, first year students were required to attend every guest lecture and write up a 1-page critical analysis, which was marked by our tutor. We were also encouraged to pose informed questions of the speaker. The exercise was effective because it made us into active listeners, gave us practice taking good notes, and, by writing up our notes, created a context where we reflected on the lecture, its content and the speaker's particular approach, developing an 'argument' about it, much like you would about a reading.
By making this activity take place online (instead of something students share only with their tutor) my hope is that the exercise will accomplish, for those who take part, the things mentioned above, but also generate a dialogue between students.
The discussion also has the potential to be expansive--you might like to post comments referring to related material or relevant links, in effect sharing research.
I hope this works. Please let me know!
The Lecture series
- Kathleen Madden--Wed. 10 Oct.
- Paula Smithard--Mon. 15 Oct.
- Judith Batalion--Wed. 17 Oct.
- Alistair O'Neill--Thurs. 18 Oct.
- Sir John Tusa--Thurs. 25 Oct.
- Sonia Ashmore--Mon. 5 Nov.
- Speaker TBA--Tues. 6 Nov.
- Judith Batalion--Wed. 7 Nov.
- Eldrid Herrington--Wed. 14 Nov.
- Linda Sandino--Wed. 14 Nov.
- Mary Schoeser--Thurs. 15 Nov.
- Gavin Wade--Tues. 20 Nov.
Welcome to the BACCC Forum
This discussion page has been set up to let BACCC students share opinions and comments about guest lectures.
What we'd like is that you write up your notes from the lectures and post them here. You can also respond to posts.
The blog represents a project I'm doing as part of my teacher-training (PGCert in Learning and Teaching in Higher Education). My aim is to try to get students to engage with the guest lectures in a more critical way, learning how to ask better questions of the speaker and draw the material from the lectures into the work you do in essays and other projects.
When I was doing my MA in art history, first year students were required to attend every guest lecture and write up a 1-page critical analysis, which was marked by our tutor. We were also encouraged to pose informed questions of the speaker. The exercise was effective because it made us into active listeners, gave us practice taking good notes, and, by writing up our notes, created a context where we reflected on the lecture, its content and the speaker's particular approach, developing an 'argument' about it, much like you would about a reading.
By making this activity take place online (instead of something students share only with their tutor) my hope is that the exercise will accomplish, for those who take part, the things mentioned above, but also generate a dialogue between students.
The discussion also has the potential to be expansive--you might like to post comments referring to related material or relevant links, in effect sharing research.
I hope this works. Please let me know!
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