Friday, December 07, 2007

Christmas commodity fetishism

A few web shopping places that have caught my eye in the search for interesting gifts this year:

Rare Device, Brooklyn and San Francisco

Dosh Wallets in Sydney

Swiss Miss, from New York

The ever-exciting and totally comprehensive Vinçon, in Barcelona...

Design 3000, based in Berlin

See Jane Work, Thousand Oaks, CA

Design Within Reach, USA - not merely shops but 'design studios'

etc etc

Enough, enough!...or I will produce a bucket of designer vomit in disgust at my own greedy hypocrisy.

Tuesday, December 04, 2007

Trading posts and border crossings

Graham is doing a seminar at the Faculty of Education, University of Cambridge, at 4.30pm on 23rd January 2008. The summary of what he is talking about, based on the TAPP and Eastfeast research with David Jenkins and many others, is here:

To characterise creative partnership between artists and teachers as beset by latent conflict may appear to be unfair, but recent research undertaken within two professional development programmes, TAPP (Teacher Artist Partnership) and Eastfeast illuminates just how complicated the dialogue between arts educators attempting to collaborate can become. In this seminar I will share some emergent findings and thoughts from this study, funded by Creative Partnerships, and entitled Mediated Conversations at a Cultural Trading Post. Surface narratives of collaboration, risk-taking and creativity might appear to be driven by consensual and convergent sets of values. However, behind the public face of partnership there is often a private process of conflict resolution and diplomacy. Putting partnership into practice often involves pragmatic compromises, misunderstandings, and the need for (self)critical reflection. Within the broad field of ‘creative partnership’, there are sharp differences and distinctions between different traditions and pedagogies. And when such partnerships attempt to intervene within the heavily regulated working environments of schools and colleges, some of these divisions and difficulties can become even more pronounced. Exploring how arts educators negotiate, combine, and account for their own trajectories and territories helps to illuminate some of the more shadowy and controversial corners of this very crowded arena of educational policy and practice.