Evaluation

A story about collective experience, nature and cycles, societal and ecological rebirth. Transforming the way in which we see the art schools’ structure. Utilising current direct experiences through pandemic, The Turves green school project and research on rhizomes, fractals, the butterfly effect and eco-phenomenology. Intertwining experience, research and lectures to create a video dialogue that is the accumulation of all projects. Aiding me to not only transition into the final major project with a strong sense of direction but also understand different methodologies that I can implement moving forwards. This project has created clarity in what I wish to do after in graduate.

Originally Within this module I proposed to explore Eco-phenomenology specifically its uses within designing a greener space. I believe when you challenge the architecture and design of a space you can create fresh spaces from which psychological advancement can take place. When you create a safe and visually pleasing environment you are encouraging simulative psychological play. The brain is wired to engage with simulative cues and from that creativity can be intuitive. Whilst this is still prevalent within my final outcome the research and experiences surrounding this project enabled growth transitioning from exploring green spaces and researching the difference within schools to exploring ecological rebirth and narrative through metaphor.

Turves green school project enabled me to deeper my understanding of how institutionalised schools are and the ways in which the physical environment impacts the children. The endeavour to understand how we can change the teaching methodologies through direct experience was enlightening and taught me the fundamental differences between school and higher education. This empowered me to make impactful decisions on how I believe the role of the art school model can be altered to a more natural progressive environment.

Coronavirus created a situation of flux within my own education and the environment that my education was situated in, teaching me to become adaptive. Changing my own model of study to fit with the changing climate. This gave me an opportunity to think outside the box not only in my research methodologies but also the way in which I present my outcomes. This opportunity enabled me to connect deeper with the landscape I was researching and utilise theses new direct experiences to shift the project for the better.

Charlotte Prodger’s work on the landscape, the connection to the landscape and the video autographical style was a huge influence when considering outcomes for my final piece. Her work titled ‘BRIDGIT’, a single-channel video for which the artist has been nominated for the Turner Prize 2018, was the main source of inspiration within the project not only the conversation that was created but also the utilisation of lens to landscape through the body.

Linda Stupart was also a main influence when considering paths of working looking at their work ‘After the ice, the deluge’ The environmental and temporal ecologies within the piece connected within my own research and work.

Their use of metaphor within the environment became prevalent to me after their lecture at the school prior Covid-19.

My research on eco-phenomenology, eco-phsycology, fractals and the butterfly effect can be found on my blog: https://www.helenflahertyart.com/blog/categories/research-in-practise

Beginning with recording my experiences within my own garden which were not creating an outcome I felt strongly portrayed my intentions of the film which then grew to utilising the hour walk within the forest behind my house. Having social-distancing walks/lessons with my friend, film-maker student and co-worker Charlotte homer, who co-produced the film with me bringing her eye and knowledge on film translating my dialogue and narration to video. Exploring the landscape through the lens. My narration/ script combined with the walks navigated the dialogue in a stronger more intentional direction, edited by myself, Charlotte and Rebecca smith giving fresh eyes on my narration enabled me to effectively translate that dialogue onto film. I am the narrator but also the subject telling a tale of how we can navigate this new world we will live in after the pandemic is gone, creating space to change our own story on the ways in which we use art school.

I will be submitting my research blog, script, Nyman’s version of the script and the film, however I wish for you to focus on the film as the final outcome. This project taught me that I can adapt my practise and evolve my ways of research and thinking into a deeper more connective way. I want to take forward this knowledge into the final major project developing this new art school model into FMP. This project has also made me realise how much I would like to do a PHD which I am beginning to explore further.

Vimeo link to final video: https://vimeo.com/414937176