(+anecdotes)
????What we want to achieve here is to understand a certain unstabil stability of creativity!!!
how it is essential both to accept, welcome but also to understand to be able to guarantee a minimum of structure to not loose all ground to operate on or under.
CORE BALANCE
CRISIS since 1992: the German machine industry had
another major dip what led to the bankruptcy of the firm my father was working
as a salesman for. They had ordered too many Japanese machine-producing
machines they suddenly couldn’t sell anymore. I am in my fifth semester of
university got a study grant due to my father unemployment. Suddenly I had 200
more DM on my account per month. Besides that I have a little illustration I
made after a German saying still hanging in my boys room at my parents place.
Next to a lousy painted squirrel it says: Mühsam ernährt sich das Eichhörnchen.
(The squirrel has a hard time feeding itself) It has shown some corns of truth,
I have to admit. But it doesn’t feel as bad as it sounds when you hear the
younger Swedish artist Ingela Ihman telling a colleague after seeing me working
for the Gwangju Biennale: Oh god, that’s how it goes!?! (AMFAP p.25) (T.U.N. alpine)
WAR
WARM UP............................................................................................................................................FIRST
2) next BK TOURS - get your BUM out of the KOUCH: click here
3) Foundation VSR: (best before 8:00)Study Center 1 - Your Way to the (Swedish) Hunting Exam - "if every vegan would know what a hunter needs to learn we all would be more careful with what we do to nature". Leif GW
Even if this might provocative to you thinking this kind of thoughts (= thinking other peoples thoughts) keeps your frontal cortex alive. The frontal cortex is where the difficult stuff happens in your brain. Where you can show agency and not just react to things that your senses come across.
Leif GW library
4) (always) DER RIECHER from 8:12 - 9:03
GET THE LATEST RIECHER: here
and remember: Write your own RIECHER before your neighbour does!
5) nevertheless: (it is often enough when at least one person does think and then talks to people and convinces them to join: both thinking and doing)
EIGEN WEG with Petter Dahlström-Persson at: A Shop Called Life
 |
| A life for a shop: Ash Kilmartin |
 |
| COOLHAVEN-Serie 6) since 28/2/19( deadline ) AMFAP:A manual for A practice |
“A butcher comes to a university to get his dentist degree. The person behind the reception tells him: Okay that is possible, but you have to bring your own cow!”
The motivation to produce an
artistic practice PhD is strongly rooted in my educational engagement with the
Piet Zwart Institute/Fine Art I have been teaching as one of the core tutors
since 2006. As the curriculum is centered around each students studio practice
the monthly studio visits are the essential surface students and teaching staff
meet. In this non-professorial scheme the conversation circle around the
practice and the things are brought up, prepared and suggested. During the
period of the 2 Year MA-programme the actuality of an aesthetic thinking and
talking practice is here at stake. Over the years I have approached, understood
and formulated together and around diverse practices thoughts, terms and
somehow a practical theoretical aesthetic theory. Being responsible in the
course for a more material based approach I strictly focus on analyses that
starts with a formal approach towards work and idea. Structuring the
conversation through the actualities and not the discourses forces clear
definition. Differentiating between form, content and discourse makes the
student understand what elements are being put on to a platform that can be
generally understood as a communicative one. Even if such communication fails,
are not complete, fragmented or even disturbed. (....)
I want to understand A manual for A practice as both an
educational and artistic approach to formulate concerns of an aesthetic
thinking practice. I understand it as an educational one towards a possible
audience and myself. Bringing together terms, questions and thoughts from my
experience being part of a shared aesthetic endeavour will be the main focus.(...)
The curatorial aspect plays a very
strong role. Understood not as an
outside request of interest but as an internal responsibility by the artist for
his or her own practice. As the artistic landscape has dramatically changes
since the first curatorial programmes have been installed. It seems to be
essential to develop an artist based understanding and philosophy of curation. (...)
(...)
Hopefully it can become a handy
tool understanding and learning about what the quintessential parameter are to
develop and even have a practice. It should work for art education in
institutions but also create the possibility continuing a practical aesthetic
thinking beyond the institution. Do not expect a larger theory being developed
between the selected terms. They are connected through what they are for a
practice.
one central term I developed for AMFAP is CCC. It started as the Curatorial Career Complex, sometimes changed to Curatorial Critical Complex or was just a Curatorial Creative Complex. Just 10 days ago I had a major breakthrough by understanding that the middle "C" must not stand for one but for many things. It even becomes hereby a grammatical list that you can choose from depending in which parameter you find yourself active.
WHAT ARE OTHER POSSIBLE "c"? Make a list, please!
otherwise
THE AMFAP INDEX:
Let's stop here: BOOGER HEAD let it read me to you:
7)NOSE CAMPUS: nosecampus.blogspot.com
one central term I developed for AMFAP is CCC. It started as the Curatorial Career Complex, sometimes changed to Curatorial Critical Complex or was just a Curatorial Creative Complex. Just 10 days ago I had a major breakthrough by understanding that the middle "C" must not stand for one but for many things. It even becomes hereby a grammatical list that you can choose from depending in which parameter you find yourself active.
otherwise
THE AMFAP INDEX:
A
ACADEMIA....... 56, 97
AESTHETICS....... 7, 55, 64, 74, 76, 79,
107, 111, 112, 118
AFFIRMATION....... 99, 103
ANARCHIE....... 130
ARCHITECTS....... 122
ARNOLD AMATEUR....... 49, 85
ART SCHOOL....... 68,
70
ASPIRATION....... 51
ASSIMILATION....... 78
ATTENTION ADDICTS....... 89
ATTENTION ECONOMY....... 133
AUTONOMY....... 42, 48, 60
B
BEHAVIOR....... 133
BELIEVE....... 53, 54, 85
BODY....... 108
BOOGER HEAD....... 115
Let's stop here: BOOGER HEAD let it read me to you:
Just imagine you hear for the first
time the word BOOGER HEAD.
Someone called you once fart face, what is probably much harder to paint. But
BOOGER HEAD seems okay and still an interesting challenge. So normally you
start with one, two three boogers. At some point they might create an ear, a
nose and a face. At the end of the day you will get to something that can be
probably agreed on being a booger head if you put some hairs on the top. Maybe
even without writing it underneath. The other alternative is to just Google it
and see what the realm is. Okay, I try to paint a now portrait of Chantal
Mouffe to clear my palate.
E
EAGER EGRET EGREEMENT ELITE....... 63
EARLY ART....... 23
ECONOMY....... 6, 39, 99
EDU-CIDE....... 69
ETHIC ELITE....... 79
ETHICS....... 74, 76, 79
EVERYDAY....... 5
EXERCISE....... 52, 121
because when I just had made 12 Portraits of
Suchergebnisse
Webergebnisse
Francis Fukuyama
I got accused at home promoting somehow RIGHTWING LIBERAL IDEAS....but when I listened to the recent lecture giving at University in Amsterdam it sounded all pretty reasonable to me. So here is the best one - I think...and that was in 2019.
I just realise
that this was kind of a start for the next thing, but it took me awhile to then in March 2020 establish NOSE CAMPUS because as you can read under EDU-CIDE (page 68):
PRETENDING EDUCATION is
totally enough if you have manners of evaluation installed that beyond any
reality are happy to join a theater play presented by the ones that need
evaluation prescribed. It is when educational institutions not operate on a
base of actual education. Where a teacher meets students to teach and tutor
them by being with them in one room. But pretention allows so much more value,
as it never has to stand up for an actual encounter. Educating individuals
needs a zone of intimacy; care does need a relevant knowledge to be capable of
a reactive understanding of what has been not understood. In a pretending
institution the students just follow up on the expertise that they encounter
and become just pretending pretenders. Their body, knowledge and their identity
are summed up in the things they pretend to be interested in. It is an
Anti-Humanitarian approach but the school is never accountable for, because it
operates beyond the level of actuality. When institutions of education drop
their expectations towards their students to keep the numbers of graduates up
everything is fine for the evaluating engine. It does not even record any lack
it just turns the logic around. Not improvement or critical observation but
pure equalization on the lowest agreeable level is the result. The work power
and the financial investments are huge but they agreed on by politics,
bureaucrats and certain type of professionals who seek proof of their expertise
in checking on others. It is what you can call THE EDU-CIDE, both the end of being educated and to educate!
Ecocide,
or ecocatastrophe[1], is the extensive damage to, destruction of or loss of ecosystem(s) of a given territory, whether by human
agency or by other, to such an extent that peaceful enjoyment by the
inhabitants of that territory has been or will be severely diminished.
7)NOSE CAMPUS: nosecampus.blogspot.com
Robert Sapolsky: The Psychology of Stress
"Don't trust science unless it has fabulous hair!" the Dean
 |
| CAMPUS there is also a Campus Prison in the back but with pretty smooth atmosphere:  |
PEOPLE OF POISON-VILLAGE....... 73
PERFORMANCE....... 99, 100
PETER PROFI....... 85
PLUSMINUSNULL....... 109
POETRY without POETICS....... 98
POISSONVILLAGE....... 72, 73
POLICE....... 55, 69, 79, 123
POLITICAL....... 79, 81
POLITICS....... 54, 55
POLITICS OF URGENCY....... 69
POST....... 131
PRETENDING EDUCATION....... 68,
69
PRIVAT....... 87
PROCESS....... 31
PROMISSES PROMISSES....... 40
PUBLIC....... 19
8)
AFTERNOONS: 13:37 - 15:20
visit to Piet Zwart Institute Garden
https://pietsgardencenter.blogspot.com/
10 Hobby-HOPPSIES: www.atg.se (Örebro Lunch Trot started at 12:20)
11 - 19 :prospective FUTURA 2021 - 2023 POST DOCTORAL Fellowship: The Curatorial - a Psychological Condition
(SCROLL DOWN for questionaire)
FINISH OFF WITH KELLY's cooldown...............
FUTURE POST - HYPOTHESIS The Curatorial – a
psychological condition (Post-Doctoral Fellowship)
this would help not only understand and solve some of my professional but also many of my private problems. This could be alternatively the COUNTER PART to AMFAP. To understand the CURATORIAL its industrial conditions and its capacity to move live and act in......
this would help not only understand and solve some of my professional but also many of my private problems. This could be alternatively the COUNTER PART to AMFAP. To understand the CURATORIAL its industrial conditions and its capacity to move live and act in......
Questionnaire: (PLEASE FILL IN AND COUNT THE YES):
1) All your travel is paid by your employer?
Yes
No
2) The percentage of the jobs you occupy is more than
120%
No Yes
(How much: )
3) Even outside your field you are an expert on many
things?
No Yes
If yes please list which:
4) You are first and foremost an artist? Yes No Part Time
5) Did you ever respond to an email without reading it first? Yes No Mostly (=3 Yes)
6) You never read a book without an exhibition in mind? Yes No
7) Your colleagues are your friends and your friends are
your networks?
Yes No
8) The art works you own are all gifts? Yes No
9) Your flat is predominantly white?
Yes No
No carpets on the floor? Yes No
Even at home you have a technician coming in for hanging
work? Yes No
10) You naturally know when things are crocket?
No
Yes
11) Your PHD is not on hold it is in progress?
Yes No I actually gave
up (subtract two yes)
12) Which one of these would you prefer not to?
Manifesta
documenta
Venice (for
each please subtract one yes)
13 a) What do you tell your parents you do?
13 b) What do you think your parents tell your grandparents
what you do?
Result:
- Up to 5 Yes: there is still hope
- Up to 10 Yes: this is the last chance to turn around!
- Above 10 Yes: Don’t you dare to CURATE me
