Читать книгу Critical Digital Making in Art Education - Группа авторов - Страница 37

The sound system in all these experiments is not one system. The relations we describe are not human-machine relations. In these experiments, there are at least as many human-machine relations as there are humans and machines. And the relations are not just between the human and the machine. The nature, the weather, the sun and the wind for example, all engage in the experiments, contributing to ←44 | 45→the overall experience of sound and electricity. Interaction between the human and the machine force us to design or package phenomena into a pre-defined technology. Intra-action on the other hand opens up for technology to be part of a sensory experience, including human-machine-nature.

By placing focus on intra-action as material-discursive apparatuses, and experimenting with material-digital sound and representation outdoors, new ruts of experimental engagement appear. In these examples, the vague event questions closed and delimited assumptions of the performed relation of passivity and activity, curiosity and control, individualism and the environment. The vague event questions the routines of art education, including material set-ups and borders of digital technology. To not fall into pre-decided use of digital technology, both in a material and discursive sense, Barad’s concept of intra-action is helpful (2007). Instead of technology development and new technologies driving the digitalization of art education, explorations of other and different material-digital experiments can allow for digitalization to be less pre-determined and more sustainable.

In these events, the road to knowledge is vague and requires a lot of care and respond-ability. The obstacles of the vague events, can either be considered as problems that should be eliminated or they could be included as part of other phenomena and intra-actions that can be treated as valuable for finding more differences and knowledge. Too much in-securities (vagueness) and pre-determined routines of technology use can both be difficulties in art and technology-based education and research (Crutzen, 2006). These two extremes need to be balanced to reveal opportunities to develop an art education that is both innovative and critical. Here, the use of the concept of apparatus by Barad makes it possible to include ethics and aesthetics, as responsibility becomes part of the material-discursive set-up (2007). Sensory experience and the self-representation that we traditionally connect to identity and individuality, and not to responsibility and sustainability, could through performing, become a part of a re-configuration of the world. In this reconfiguration, every instant, sensory experience, and representation are transformed into a possible rut to a sustainable system change within a material-digital art education.