C3 en

 

Members: Maria Jesus Agra-Pardiñas ( Santiago de C)ompostela ; Cristina Trigo / Santiago de Compostela) ; Carmen Franco ( Santiago de Comostela) ;Carol Gillanders, Daniel Vilas, Inés Sánchez, Manuel Miguéns, Luis Baizán,  Silvia GarciaTeresa Torres de Eça (Viseu); Guillermo Calvino ( Santiago de Compostela) ; Silvia Capelo ( Santiago de Compostela); Ana Vidal ( Santiago de Compostela); Jose Maria Mesias ( Pontevedra) ; Ollala Cortizas ( Santiago de Compostela); Angela Saldanha ( Vila Nova de Gaia) ;  Paulo Emílio ( Fortaleza) ; Dori Negro ( Fortaleza) ; Maja Maksimovic ( Belgrado)  Estrella Luna Munoz ( Mexico) ; Paty Zabalza ( Mexico) ; Joan Vallés ( Girona) , Flávia Liberman Caldas ( S.Paulo); Marcia Machado de Moraes ( S.Paulo); Viviane Santalucia Maximino ( S.Paulo) and many others

Who are we?

In 2012, at the Faculty of Education in Santiago de Compostela, Spain, we created C3 as a collective of teachers and investigators working together as a cell. We understand “cell” as a new way of art and educational activism (arteducativism) that has been updated to be a structure able to operate in any situation and context. This new way of action should not compete with other organizations because many of us are interested in similar directions. Therefore, we should collaborate and be a complement to other forms of action. With C3, we hope to activate and encourage many people who are working in classrooms, on computers, or in the streets. We believe activists are qualified, involved individuals who can cause changes in the system. C3 expands upon proposals of refection and contemporary artistic action. Te goal of this collective is to bring to light new methods of teaching and exploring them further. It is also a way of stimulating ideas towards a vindication of spaces where art and education may live inside the state system where we hope our proposals achieve these purposes. Through a construction of complex spaces of intersection, negotiation and dialogue among art, artists, mediators, teachers and education, we do not try to emulate the other, but look for an interweaving of differences as transformation forces. Te educational result of these projects is the unavoidable art process. Every art and pedagogical project generates value because they mix people, collectives and many organizations, and through their inter-relational frictions, new learnings arise. We should not forget that learning mainly means changing. There is no learning if people are not transformed.Currently C3 is coordinated by María Jesús Agra and Cristina Trigo. Their collaborators are: Carmen Franco, Teresa Eça, Ana Vidal, Daniel Vilas, Inés Sánchez, Manuel Miguéns, Guillermo Calviño, Olalla Cortizas, José María Mesías, Silvia Capelo, Carol Gillanders, Angela Saldanha, Luis Baizán, Joán Vallés, Maja Maksimovic and Silvia Garcia. We are an interdisciplinary group, who live Arteducation through different experiences and come from different professional backgrounds: primary and secondary teachers, visual artists, art historians, researchers, designers, museum educators, teachers of didactics of artistic expression from faculties of Educational Sciences in the University of Santiago de Compostela, in the University of Girona, Spain, and the University of Oporto, Portugal, and in the Fine Arts Faculty at the University of Vigo, Spain, and Philosophy Faculty of the University of Belgrade, Serbia. Occasionally others are added to our group. People participate not only from their specific professional field but also from a perspective of others, that is to say, that a museum educator could also act as a visual artist and a researcher. Teaching and researching are always related. Identity, context and environment are the fields that become pieces of our lives, jigsawed together like a puzzle. Everything we experience can turn into an idea, a discussion, a text, a project, a process or an action. Contemporary artistic and cultural practices, realities and everyday stories are like our own raison d’être. […]

After many debates and reflections upon art and education, we created the term Arteducation… to us a challenge in order to begin to generate systems of creative orders and to do it creatively. It is a statement looking for a word that still does not exist.  Arteducation, without the pause in between, seems to us the most appropriate term because art and education stimulate and confirm the knowledge fragmentation into subjects and specializations that tend to be isolated in different compartments. It is the word that defines our vital attitude because  it condemns the discipline division. This term is a statement which redefines words giving them a meaning to suit the aims for what they had been created. Trough artistic action, we want to stimulate, to provoke, and to give visibility to current arteducational methodologies. We want to use all the possibilities that contemporary artistic manifestations give us to be able to have a voice and be heard. We wanted to work together, so we decided to create a space (C3), not on the margins, but among individual researchers, research projects, art works and learning environments. In the center of C3, this group talks and works without established routes and lines of thought. We provoke conversations, and we try to turn our own Arteducational concerns into actions. We understand these actions as vital movements and as a way of looking into our own self, learning from one another, questioning educational concepts, as pedagogy, didactics, artistic practices, teaching, and personal development.

Description of C3 From:

Agra Pardiñas. MJ & Trigo, C. ( 2018). “Where Should We Begin to “Rethink” Ourselves? ArtEducation: A Tale that Emerges from a Collective” . In : Sinner, A.; Irwin, R.; Jokela, T. (Eds.) (2018). Visually Provoking. Dissertations in Art Education. Rovaniemi, Finland: Lapland University Press( p.91-92) .

C3, Former C3 ( Inter-acción Group),  is a collective of teachers and investigators working within a cell structure. C3 members spread out artistic proposals for education and calls for reflection about actions using contemporary art procedures in public education. The goal of the collective is to experiment and explore new teaching methods through contemporary art practices. C3 members claim for new spaces for art and education inside the public system instilling situations and provoking debates to reflect upon possible changes in art teaching routines.

c3 call


COME to the Corner of Thinking FEELING

What are their questions?

How are we making our questions?

What is our working definition for knowledge?

Why do we want to change?

How can we contribute to improve social life and have an impact upon people’s life?

 

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Other voices: Look ahead

We live in times of change affecting scientific and technological, economic, political, social, and specially cultural, and educational fields.

But we didn’t notice!!

Societies are assuming the changes and more and more they are challenging long-standing referential, living in the uncertainty, exploring new paths, new questions

Some artists’ creations show us itineraries, strategies and navigating instruments

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The art is the core of art education, it is the powerful tool to generate questions and reflection, which may be not theoretical but creative , not rationale, but intuitive, which does not analyze or give solutions but rather promotes understanding approaches to the reality and to the sensible.

DON’T TURN OUT to Discomfort

With so many words, so many distractions, we suffer anesthesia, we are sleeping, with a limited capacity of perception because of the inhuman traffic of distraction – excess of comedies and drama

WE need to open parenthesis, to create pauses, instead of generating new thesis, new theories and more words.

We are victims of semiotic indigestion. The dramatic overdose is the perfect anesthesia, a tool of censorship more efficient than a pair of scissors.

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Wake up!

Stop

Go back to reality and to what surrounds us.

Valuing small things without background music, ….

Don’t bring more words

It is time for compromise

Subversion

Looking for new strategies of pause, creation and debate

Without gurus, and rescuers, who say to us what we must do…. Let us begin to be we ourselves. “We can use” all the tools of contemporary arts to have a voice, to shout, to play.

Let us do each one in its classroom or its space its own revolution.

 

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MICROREVOLUCIONS

The first step we must take is to be convinced that we do not understand almost nothing.

Assumed the new incapacity, one stops and can pay attention to oneself and to the nearest people and the nearest surroundings.

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Let us promote of pauses and let us think about working  spaces to think, and to slow down, to restrain, to do and to approach…. At the moment,  to pay attention,  can be considered a subversive activity.

Starting from reflections, inquire and research – Let us break conventions that are provoking anesthesia, that never generate energy,

We do not have to convince people – we must construct a story, involving us in an adventure directly connecting with emotions, with our irrational SELF

Commit ourselves with experiences that have the capacity to change us, to provoke other ways of questioning

The use of humor, of color, relaxed, festive, calm, slow down and appraising atmospheres, transform resistance in a creativity space.

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These are, antiurban antimodern, antiprogressive, anticapitalist strategies and antiglobalization.

But those are indeed these vestiges of resistance that make art so fundamental in our daily life.

There are great formulas, no great inventions: you do what you need to do in the way you want to do it And DO IT

 

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When we are in the classrooms, or associations, or… working with people that are not defined as artists, just like this: opening spaces where everybody feels its creative potential, its own creative and critical ability to be.

And in doing so, one devises, a project, a story recognized by the other people as their own.

We do not want to create a new world, we just want to regain ownership of our lives, opening Windows, so your life has a different meaning today.

We felt the necessity to resist actively to create another narrative of education. We are ACCIONISTS (we need to give a new meaning to that Word)

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We are Dream makers, Object makers, Idea makers

Let’s do it

Make us visible ¡!!

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The idea behind all is founded on the interest in a shared knowledge, flowing interdisciplinary knowledge built upon the recognition of the diverse; the different; the sum of parts; the collaboration of many…

Our Projects are based on research and training models synchronous with contemporary art values that art and life is reclaiming. They propose the reflection about processes of artistic creation and its relationship with learning , by appropriating conceptual contributions of its creators to reconstruct an artistic analysis of education and therefore a different way of making education

 

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Like in contemporary art, the projects are narratives without a beginning or an end, they are life transits- intermediate spaces – that are in continuous transformation.

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The value is its capacity to modify the way participants experience contemporary art and education.

Viseu, 28 May 2016

Maria Jesus Agra- Pardiñas

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