U2 W3:

January 17, 2010

Have spent the last few days starting a web site. This is a task that has been on my list of things to do since beginning unit one back in 2007.


As it’s another learning curve knew needed a couple of   days to get underway  and needed my sister to help basic HTLM coding which we went over at the week end.

Most of the site is still under construction and needs development which I plan to do over the next few days while waiting for formal feedback for the final part of unit one and a tutorial couldn’t take place last Tuesday because of an admin glitch making it impossible for me to access Wimba. It got sorted later in the afternoon thanks to Andy, IT and people at Camberwell’s Service Desk.

So for now, here is a very rough time table which be adjusted when I have the formal feedback and tutorial.



Week 1:

Using new video camera, sorting out file types/saving, posting to Vimeo etc

Mail Art Glasgow.

Week 2:

Develop further video techniques, editing and sound using both eggs and snow videos.

REBOOK TUTORIAL due to lost WIMBA Connection.

Start developing website.

Week 3:

Tuesday:  TUTORIAL? Formal Feed Back for Unit 1 to be received?

Experiment with use of sound and vision together in video.

Develop stills from these two projects as artist’s books for book Fair (This will be ongoing until end of March).

Week 4:

Building Korsakow video files. (This will be on going for the next month.)


Week 1: Develop web site and if affordable platform for Korsakow.

Week 2: Mail Art /Lay out       And works for Glasgow Book Fair

Week 3: Mail Art /Print

Week 4: Mail Art/Bind/Post out


Week1:  Begin filming for final piece.

Begin planning Symposium piece.

Begin drafting essay.

Week 2:

Week 3:

Week 4: 30th Get work to Glasgow Book Fair


Week 1:

Week 2: Glasgow Book Fair

Week 3:

Week 4:


Week 1: 4th Symposium?

Week 2:

Week 3:

Week 4:


Week 1: Hand in essay?

Week 2: Mail Art/ Layout

Week 3: Mail Art/ Print

Week 4: Mail Art/ Bind/Post out


Week 1:

Week 2: 14th show

Week 3:

Week 4:

Learning Outcomes

December 4, 2009

1. Development of your Project Proposal to plan a challenging and self-directed programme of study.

My project began as research in to how our identities might be linked to our everyday movements and how those movements might be interpreted as type of portrait.

Initially I drew from a range of disciplines that had influenced me: dance, somatics, printmaking etc.

Project proposal 1 2007:


Online Research:


Essay Abstract October 27, 2009:

The essay was an area I found daunting to undertake, but turned out to be one of the most important elements of the course in providing a critical context for the project.


November 15, 2009:

As the course has developed I have tried to keep asking more questions about the role of the body and have come to understand that it is the physical engagement experienced  when engaged in  processes like  printmaking and dance and that had been the initial points of reference for the project.  This was understanding was greatly clarified by seeing the performance work of Alastair MacLennan at Newcastle and the work of Marina Abramovic on line:



2. Demonstrate a critical engagement with practice-based research reflecting on

the critical skills and framework presentations.

Through out the MA I have tried to refine both context and methodology content of my practice.

Reading Susan Sontag’s Illness as Metaphor and Aids and Its Metaphors was a turning point as Sontag’s writing made me aware of the extent to which the body maybe surreptitiously used as a site of social inscription:

September 26, 2008:


At the end of my first year I had to take a year out. Through out that year I kept blogging and researching issues surrounding representation of the body and health:

June 4th 2009:


March 28th, 2009:


Currently I have narrowed down the focus of research to the role of walking as a means to provide a context to question the role of the lived body and its use as a means of social inscription.


3. Articulate a clear understanding of methodology and context in your creative


Action research has been the main methodology I have used to begin to explore developing the ideas for the project. Using video, paper based works, digital based pieces etc. to attempt to define which type of body movements to include and appropriate contexts for presenting them. It was rewarding working this way across many areas, but it did reveal that I hadn’t time tabled for the amount of information needed to take on board and meant  wasn’t always able to the best from the mediums:

Credo was a good example of learning process taking longer than I anticipated:


Links to movement video pieces to show use of action research:

This movement sequence was a piece of practical research that was successful in many areas: developing an animated sequence from video and providing a form of basic interaction.

These pieces also made me question the style of imagery used and if it sat well with the project content and to try to create a more empirically lead work.





The action research brought in to focus the necessity to provide a more focused context. This difficulty around providing a critical context began to become more resolved when I started engaging with the research essay.

Reading for critical context was something I had little experience of and was intimidated by, so found that the best way to build that skill was to read as much as possible in areas to do with dance, somatics sociology, and then psychology and found gradually the underlying concepts built up to make a frame work that I was able to transfer over in to the reading of art critiques and engage more with in that specific field.

4. Reading the following books and researching websites sites:

(https://susanmort.wordpress.com/category/bibliography/ )

4. Evaluate and present your Project.

My project started as an attempt at the examination of the possible link between our identities and our movements. In an attempt to try to understand why our physical engagement with mundane activities might contain relevance.

I came to focus on walking as an act of embodiment and engagement in an attempt to examine the role of the lived body in the digital age. An important piece of the jigsaw was reading on line of the research by professor Alejandro Lleras in to body movements having influence on problem solving.

June 10, 2009


This post refers to the point where I began to consider the idea of dualism and how it might be a factor in the understanding and expectations of the lived body in the digital age.

June 26, 2009



The essay was an attempt to bring together some of the various threads of thought and research I had been carrying out and provide a contextual frame work for those emerging  ideas. I have attempted to establish that there is a proven link between our movements and cognitive process, that the body is used as a site of social inscription and that the digital environment has a direct impact on the developing brain, that society requires boundaries, which have previously been maintained through body language, facial expression, mores etc. With the removal of the human body in digital interaction many of these boundaries of our interactions are no longer maintainable, having an impact on our understandings of social structures and behaviors.


The aim with the final work in unit 2 is to continue to examine the role of the lived body through creating a well researched and appropriate work which will address these ideas.


5. Contribute actively to debate and discussion through Pathways and across

the course.

November 6, 2009:

Though I have struggled with the online chat environment I have attempted to contribute to the discussions, though not very successfully.  This has proved to be an area of the course in many ways that I feel I have made least progress in:


April 29, 2008:

Towards the end my first year in 2008 we were joined by PhD student Jem Mackay and invited to become involved with his project on mind mapping as a collaborative tool.


May 26, 2008:

This experience brought the realization that I am still initially more comfortable where there is the possibility of backing up discussion of ideas through practical engagement. This was also the case with Mail Art which has helped provided an alternative route to open up areas of discussion.


December 3rd, 2009:

Generous input from others on the course has provided both stimulus and insight:


6. Be aware of your own personal and professional development.

When I entered the course in 2007 my practice had been on hold for over 8 years and I had not shown work since 2001.Since joining the MA I have been involved with a variety of projects. Including: Oxhouse online digital alphabet project, Peep Wardrobe Gallery, Field Show at EmptyShop Gallery and 2 shows held at Camberwell College.

I have developed and kept Mail Art in circulation through a variety of participating venues for the last 2 years, providing a platform to work with a number of peers from Camberwell as well as a wide range of artists world wide and venues, creating valuable experience such as the opportunity to co-curate the Mail Art show at the Long Gallery, Tron Theatre in Glasgow 2010, exhibiting at the Glasgow International Artists Bookfair 2010 and the place at the upcoming Emptyshop studios in Durham:

September 20, 2009


Showing at Empty Shop Durham provided an opportunity to asses my work in a professional setting and have feedback from the public:

May 20, 2009


Mail Art Summer 2009 Issue:


I came to the course with very limited experience in digital media. The mid-point review reflects some of the ground covered in terms of gaining knowledge and confidence with the media:



An area that hasn’t progressed as I would’ve  liked was the sketch books. This  area highlighted that I had not timetabled for realistically; found in practice course requirements and project development  took more time than expected. The sketch books have been very useful to keep a record of progress through practical work. These 2 sketch book entries are to show how my practice has become more focused and how have tried to develop the practical work.

5. Online Sketch books:



revised time table

September 21, 2009



  •    MPR
  •   Timetable
  •   Essay ……… create an abstract and out line, put together bibliography.
  •  Tag and collate weblog. Update course title in header and peer blog lists.
  • Begin researching in to work for prototype piece for final show.
  • Contact media team at Newcastle University to try to arrange use of their  motion capture facility.                        
  • Build media files for use with Isadora. (Make sure there is n alternative back     up soft wear     available).
  • Resolve encoding issues… email Andy about the pixels and sound.



  •    Post autumn Mail Art.
  •    Essay… research and writing. Ask Andy to go over it or feed back
  •   Get hold of a projector and lap top that works!
  •  Filming.. working with Credo and Isadora?




  •  If studio happens liaise with the team about the possibility of using the gallery space for try outs of the final piece.
  •  Look in to ways of possibly webcasting down to  Camberwell in the summer for the show
  • Filming.. working with Credo and Isadora
  • Essay writing.




  •   6th  hand in essay (?)
  •  By end of month have developed working prototype for final piece.
  • Put together Tron Gallery Mail Art Special Issue
  • Don’t forget artists book fairs
  • Get website up or apply for Axis….



January:     UNIT 2?


  •  Work out a realistic budget for the show and start putting aside.
  •  Book Gallery space if   possible for final show. Make sure there are a couple of possible venues available.
  • 11th go to Glasgow to curate Tron Gallery Mail art Show.








  •   Begin Mail Art spring issue.
  •  Keep planning ahead for the show.
  •  Plan forward for projects post degree show if possible.



  •  Post out mail Art spring issue.




  •   Take on any tasks possible to help with Camberwell show.




  •  Start  printing Mail Art Summer issue?

             (Maybe special one to coincide with the degree show?)

  •   Review health and safety issues.




June :     

  •  Show…..