DISTRACTED PEDAGOGY: activating attentional dispersal
Derby, Moyra and Parrott, Flora (2023) DISTRACTED PEDAGOGY: activating attentional dispersal. In: On Not Knowing: How Artists Teach, 9-10 June 2023, Glasgow School of Art. (Unpublished)
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DISTRACTED PEDAGOGY: Activating Attentional Dispersal, was a session convened by Moyra Derby and Flora Parrott for 'On Not Knowing – How Artists Teach', a conference at Glasgow School of Art that shared and explored the various approaches, methods and understandings of artists who teach in the field of higher education and beyond.
The DISTRACTED PEDAGOGY session proposed the creative potential of distraction as a counter to focus as a pedagogic ideal through a series of experimental participatory formats, interventions and short papers. Informed by the sensibilities of practice generated pedagogies and in response to the neurodiversity of art school communities, Distracted Pedagogy considered the empathetic and responsive aspects of distraction and attentional dispersal, connecting to multi sensory and cognitively divergent aspects of not knowing.
The session hosted a series of innovative contributions from researchers from Uni Arts Helsinki, Kingston University, Westminster & Bath Spa, UAL, Royal Holloway & UCA.
The session contributions were:
‘CHEW’, a series of cross sensory interventions, encouraging focus to oscillate from the mind to the body and from thought to action, and embodied cognition (Kate Squires and Jenny Dunseath, Westminster & Bath Spa).
Looking Elsewhere: an introductory paper that positions distraction as a creative cognitive mode, set against a backdrop of constrictive attentional expectations that can impact pedagogical contexts and discount the neurodiversity of attentional experience in art school Moyra Derby UCA, Flora Parrott, Royal Holloway).
‘The Iridescent Creature’ a participatory performance that emerged from an online workshop using video conferencing software with fine art undergraduate students in 2020 that explores the dispersal of attention between body / material / space / diagram (Alice Gale-Finney, JJ Chan & Andrea Stokes, Kingston).
‘Cripping the Grindstone: Embracing Distracted Pedagogy through Critical Disability Studies’ , a short paper that presents a conception of distracted pedagogy with the dual role of qualitatively shifting arts pedagogy and curriculum toward greater equity and access for neurodivergent, disabled, and chronically ill students, while also cultivating distraction as a mode of creative potential for all students (Timothy Smith, Uni Arts Helsinki).
The art of leaning: incidentality as productive distraction, a workshop that explores leaning in relation to incidentality, using touch, pressure and other sensory understanding to make creative connections as our bodies encounter the surrounding environment. Proposed in relation to the Artist Placement Group’s (1966-89) term 'incidental person', it tested incidentality as a species of productive distraction (Incidental Unit: Marsha Bradfield UAL).
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