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I'm a professor of art, culture, and transition. I explore how art and artistic research can contribute to cultural change within system transitions. Because, without questioning and revising the underlying principles of our established order, we simply won’t be able to realize the kind of systemic change that today’s big challenges demand from us.
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Around 90–95% of deaf and hard-of-hearing (DHH) children are born to hearing parents, most of whom have no prior knowledge of a sign language. This creates a risk of language deprivation, with long-term effects on language, cognitive, and social-emotional development. Research shows that sign language input supports children’s development without hindering spoken language acquisition. Yet many hearing parents of DHH children are discouraged from learning sign language by unfounded claims from professionals or by restrictive support systems. In the Netherlands, parental sign language courses are covered by health insurance, which reduces financial barriers but also reinforces a medical framing of deafness and sign language and limits parental choice by assigning families to a single provider. Higher-level sign language courses are scarce, and most materials focus on vocabulary rather than sentence formation, leaving parents at a basic level while their children progress rapidly. This brief highlights what is known about hearing parents’ experiences learning sign language and calls for systemic changes: unbiased professional guidance, inclusion of DHH role models, greater parental choice in courses, and a socio-cultural view on sign language.
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Alle Verfahren der automatischen Erzeugung von Texten, Bildern, Tönen sind gepimpte Kaleidoskope. Die mit ihnen generierten Texte, Bilder und Töne mögen eine gewisse Zeit lang interessant sein, vielleicht amüsieren, sogar fesseln, doch stellt sich ab einem gewissen Punkt Ennui ein. Der Fortschritt rechnerisch komplexer KI-(bzw. Machine-Learning-)Verfahren gegenüber einfachen Würfelkombinatoriken besteht darin, diesen Punkt weiter hinauszuzögern.
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Voor muzikanten zijn sociale media niet alleen een handig promotiemiddel, maar een wezenlijk onderdeel van hun carrière. Voor direct contact met fans, promotie en versterken van de artistieke identiteit, zonder tussenkomst van anderen. Maar de mogelijkheden van social media brengen ook nieuwe druk met zich mee: artiesten voelen zich gedwongen om betrokken en continu zichtbaar te zijn, wat persoonlijke grenzen kan vervagen en invloed kan hebben op hun mentale gezondheid. In dit boekje vind je een overzicht van de inzichten uit recent onderzoek, herkenbare ervaringen en praktische tips om je te helpen niet alleen te overleven, maar juist tot bloei te komen op sociale media.
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[ENG] "Processing Artistic and Design Research" gathers two PD candidates in a conversation about artistic and design research, the process of a research project in the context of a third cycle in education, and the links we can foster between research and practice. [NL] "Processing Artistic and Design Research" brengt twee PD-kandidaten samen in een gesprek over artistiek en ontwerpend onderzoek, het proces van een onderzoeksproject binnen de context van een derde cyclus in het onderwijs, en de verbanden die we kunnen leggen tussen onderzoek en praktijk.
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[ENG] Audience reactions such as “Oh, doom is coming” reveal the emotional weight of eco-anxiety and highlight the need for approaches that go beyond fear. During the first year of understanding eco-anxiety, I explored how eco-anxiety manifests in daily life and how it shapes collective processes within a developing neighbourhood. I also explored how integrating qualitative audience research with artistic research can deepen our understanding of eco-anxiety and contribute to the development of artistic coding as a method. The artistic interventions: 1. The Birds, 2. Bring Back the Birds, 3. Omgaan met Water, 4. Stay Safe in the Media Atmospheres, 5. Artist Residency Oba Next Sluisbuurt, 6. Kunstenaarskennis and 7. Participatiewensen, combined with conceptual reflections of them, demonstrated that understanding eco-anxiety involves questioning, prompting and exploring the affect and emotions that emerge in relation to eco-anxiety. [NL] Publieksreacties over doem en verderf laten het emotionele gewicht van klimaatangst zien en benadrukken de noodzaak van benaderingen die verder gaan dan angst alleen. Tijdens het eerste jaar van het onderzoek naar klimaatangst verkende ik hoe klimaatangst zich manifesteert in het dagelijks leven en hoe het collectieve processen vormgeeft binnen een zich ontwikkelende buurt. Ook onderzocht ik hoe het integreren van kwalitatief publieksonderzoek met artistiek onderzoek ons begrip van klimaatangst kan verdiepen en kan bijdragen aan de ontwikkeling van artistieke codering als methode. De artistieke interventies: 1. The Birds, 2. Bring Back the Birds, 3. Omgaan met Water, 4. Stay Safe in the Media Atmospheres, 5. Artist Residency Oba Next Sluisbuurt, 6. Kunstenaarskennis en 7. Participatiewensen, gecombineerd met conceptuele reflecties daarop, toonden aan dat het begrijpen van klimaatangst inhoudt dat we het affect en de emoties die in relatie tot klimaatangst ontstaan, bevragen, activeren en verkennen.
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Building on the metaphor of teachers as “knowing locations,” this contribution explores how teachers impact the socio-material learning environments. We illustrate how they influence teaching/learning making by zooming into two distinct settings: secondary school educational labs (E-labs) and art academy workshops. E-labs, with their clean, standardized, and technology-focused design, often hinder hands-on exploration due to restrictive material use and limited teacher involvement. Art academy workshops are richly personalized by technicians whose personal and pedagogical considerations deeply shape the learning atmosphere, either encouraging or deterring student engagement. By revealing the continuum of teachers’ influence on shaping socio-material relations within learning environments, we not only expose their role as ‘knowing locations”, but also emphasize the complex interplay between space, pedagogy, and embodied knowledge practices, in short, the ontological multiplicities of learning environments. We contribute to raising teacher’s critical spatial literacy.
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Quite literally, our title marks the perspective we worked out for this article. What is the value of creativity if anyone can generate 1000 ideas at the touch of a button? And how do artists and designers that create at the forefront of digital art and design maintain and develop this value? How do they engage with computation levering it for societal sensing, individuation and joy? In a conversation between two researchers of the arts and applied design with three diverse and internationally renowned artists, we unpack how the design of processes, workflows and automation is part of the creative process. Together, we explore what attitude and skills are important to stay creative in times of industrial digital supply chains and tools, e.g. those based on Large Language Models. With increasing evidence of the negative impact of off-loading cognitive tasks to digital assistants for creative and knowledge work, the article synthesises inspiring digital creativity counter-tactics, supporting practitioners and students alike in keeping their creative muscle strong.
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Dit artikel laat zien hoe artistiek onderzoek gegrond kan worden in wat we “de artistieke attitude” noemen en begrepen kan worden vanuit het performatieve paradigma. De kern is dat artistiek onderzoek niet zozeer op zoek is naar ‘objectieve’ kennis, maar naar een meer ecologisch gevoelige benadering, waarin onverwachte verwevingen ontstaan en ontmoetingen mogen plaatsvinden.
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