Post Present Future : A collection of writings and images curated by Farleda Nazler
- Authors: Nazier, Farieda
- Date: 2019
- Subjects: Jewellery Design and Manufacture , Apartheid Museum , University of Johannesburg
- Language: English
- Type: Book
- Identifier: http://hdl.handle.net/10210/400652 , uj:33446 , Citation: Nazier, F. 2019. Post Present Future: A collection of writings and images curated by Farleda Nazler. Johannesburg: University of Johannesburg.
- Description: This catalogue of the Post Present Future art-based intervention comprises a range of reflections. Reflections about responding to and feeling about the images and themes that emerge in the exhibition... facilitating space for further thinking about feeling, voicing, provocations with images: further, often, transgressing and digressing between the lines, like words - embedded in interstitial spaces, acknowledging the non-perceptible and often painful. Cringeworthy. Uncomfortable, dis comfortable comforts, the uncanny. About now, and THEN, then back then and to COME. Present presences. And what feeling images can evoke, and activate in minds burdened by self-inflicted amnesia. Dialogue becomes a disruption of difficult silences.
- Full Text:
- Authors: Nazier, Farieda
- Date: 2019
- Subjects: Jewellery Design and Manufacture , Apartheid Museum , University of Johannesburg
- Language: English
- Type: Book
- Identifier: http://hdl.handle.net/10210/400652 , uj:33446 , Citation: Nazier, F. 2019. Post Present Future: A collection of writings and images curated by Farleda Nazler. Johannesburg: University of Johannesburg.
- Description: This catalogue of the Post Present Future art-based intervention comprises a range of reflections. Reflections about responding to and feeling about the images and themes that emerge in the exhibition... facilitating space for further thinking about feeling, voicing, provocations with images: further, often, transgressing and digressing between the lines, like words - embedded in interstitial spaces, acknowledging the non-perceptible and often painful. Cringeworthy. Uncomfortable, dis comfortable comforts, the uncanny. About now, and THEN, then back then and to COME. Present presences. And what feeling images can evoke, and activate in minds burdened by self-inflicted amnesia. Dialogue becomes a disruption of difficult silences.
- Full Text:
Thinking/making : a discussion of method in the Emerging Arts Activist Programme’s Chewing the Cud and Angry Youth workshops
- Nazier, Farieda, Van Veuren, Mocke J.
- Authors: Nazier, Farieda , Van Veuren, Mocke J.
- Date: 2015
- Subjects: Critical pedagogy , Transformation , Praxis
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/75814 , uj:18723 , Citation: Nazier, F. & Van Veuren, M.J. 2015. Thinking/making : a discussion of method in the Emerging Arts Activist Programme’s Chewing the Cud and Angry Youth workshops.
- Description: Abstract: This paper investigates and reflects on the methodologies employed, results achieved and questions raised in two recent transformative educational interventions. Both interventions fall under the broader Emerging Arts Activist Programme created by artist and educator Farieda Nazier. Chewing the Cud, the first workshop, was held at the Apartheid Museum in 2013 and facilitated by Nazier; the Angry Youth Workshop was subsequently held with students of the New Nation School in Fietas, 2014, led by Mocke J van Veuren with mentoring by Nazier and Cedric Nunn. The authors compare the ways in which transformative processes and methods developed in their own critical arts practice has influenced the design and delivery of the youthoriented arts interventions mentioned above. Processes of conscientisation, decolonisation, and the exercise of agency are explored through arts practices that address the interface between historicity, the everyday and personal experience as a field of critical discourse. Through the analysis of creative outputs and student feedback, and reflection on methodology, this paper forms part of an on-going project, which aims to develop and test youth-focused critical pedagogies specifically focused on dealing with the aftermath of Apartheid.
- Full Text:
- Authors: Nazier, Farieda , Van Veuren, Mocke J.
- Date: 2015
- Subjects: Critical pedagogy , Transformation , Praxis
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/75814 , uj:18723 , Citation: Nazier, F. & Van Veuren, M.J. 2015. Thinking/making : a discussion of method in the Emerging Arts Activist Programme’s Chewing the Cud and Angry Youth workshops.
- Description: Abstract: This paper investigates and reflects on the methodologies employed, results achieved and questions raised in two recent transformative educational interventions. Both interventions fall under the broader Emerging Arts Activist Programme created by artist and educator Farieda Nazier. Chewing the Cud, the first workshop, was held at the Apartheid Museum in 2013 and facilitated by Nazier; the Angry Youth Workshop was subsequently held with students of the New Nation School in Fietas, 2014, led by Mocke J van Veuren with mentoring by Nazier and Cedric Nunn. The authors compare the ways in which transformative processes and methods developed in their own critical arts practice has influenced the design and delivery of the youthoriented arts interventions mentioned above. Processes of conscientisation, decolonisation, and the exercise of agency are explored through arts practices that address the interface between historicity, the everyday and personal experience as a field of critical discourse. Through the analysis of creative outputs and student feedback, and reflection on methodology, this paper forms part of an on-going project, which aims to develop and test youth-focused critical pedagogies specifically focused on dealing with the aftermath of Apartheid.
- Full Text:
Enhancing learner performance in design education for disadvantaged students : the case of Diploma programmes in Architecture and Jewellery Design and manufacture
- Saidi, Finzi, Nazier, Farieda
- Authors: Saidi, Finzi , Nazier, Farieda
- Date: 2011
- Subjects: Design - Study and teaching , Design - Study and teaching - Curricula , Architecture - Study and teaching - Curricula , Jewellery design - Study and teaching - Curricula
- Type: Article
- Identifier: uj:6094 , http://hdl.handle.net/10210/10967
- Description: Participation of students from disadvantaged backgrounds in South African higher education has been below acceptable levels and recent reports indicate that it is still in decline. Much has been discussed about the link of under-preparedness to poor performance of students. However not much has been discussed about under-preparedness of universities curricula for teaching an evolving student population in the design disciplines. This paper explores the implications of an increasingly diverse student body for curricula of design disciplines in higher education institutions. The paper uses the University of Johannesburg’s jewellery and architecture programmes to discuss curriculum change that has the capacity to enhance performance of students. The paper argues that student background can be used to develop responsive curriculum which contributes to effective learning for students in design disciplines- jewellery and architecture. The paper suggests a curriculum framework, based on students’ spatial origins, to developed teaching and learning practices that would enhance student performance and chances for success in their studies.
- Full Text:
- Authors: Saidi, Finzi , Nazier, Farieda
- Date: 2011
- Subjects: Design - Study and teaching , Design - Study and teaching - Curricula , Architecture - Study and teaching - Curricula , Jewellery design - Study and teaching - Curricula
- Type: Article
- Identifier: uj:6094 , http://hdl.handle.net/10210/10967
- Description: Participation of students from disadvantaged backgrounds in South African higher education has been below acceptable levels and recent reports indicate that it is still in decline. Much has been discussed about the link of under-preparedness to poor performance of students. However not much has been discussed about under-preparedness of universities curricula for teaching an evolving student population in the design disciplines. This paper explores the implications of an increasingly diverse student body for curricula of design disciplines in higher education institutions. The paper uses the University of Johannesburg’s jewellery and architecture programmes to discuss curriculum change that has the capacity to enhance performance of students. The paper argues that student background can be used to develop responsive curriculum which contributes to effective learning for students in design disciplines- jewellery and architecture. The paper suggests a curriculum framework, based on students’ spatial origins, to developed teaching and learning practices that would enhance student performance and chances for success in their studies.
- Full Text:
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