Our reflections BASED ON THE INTENSIVE PROGRAMMES
Working as a community of learners, the collaboration of teachers and students in a LAB environment served to be very interesting. For some teachers sharing leadership was something they were quite experienced with. For others this was a new way of thinking and working. Rethinking the teacher role is both interesting and challenging but it seems to be a necessary exercise for working in a cross-arts environment where you have to offer different expertise than only your discipline specific knowledge.
Presenting work in progress, we found a useful way of scheduling this element of sharing in the programme in a new way. One of the LAB groups developed the idea of experimenting with a new point of departure every day from scratch. They were therefore able to present new experiments on a daily basis. This seemed to be a fruitful approach for opening up the idea of presenting work in progress further. It has been helpful to address this issue during our project, however we also feel we should experiment with more ways of focusing on process instead of final product.
Being able to work as artists in residence, interacting with both the hosts of the residencies and the residency itself was a valuable experience. Being placed in a particular context for five days allowed the LAB groups to concentrate on a particular space, to explore many different possibilities and invent new experiments on a daily basis. They could experiment with different approaches, coming from the various art disciplines they represent and were also able to cross their own boundaries and experiment with a new artistic role. In presentations we saw musicians act, actors dance and dancers make music. Also the residents of the villages became active participants as actors and musicians in performances and film in the LAB groups and during the LAB sharing moments.
Starting the IP by making connections to local people, creating a collaboration, led to us becoming a community with these local residents, sharing our mutual stories, responding to their spaces artistically, shedding new light on the meaning of the space. This interaction became a meaningful cycle of mutual giving and receiving and provided us with new reflections on how to engage with an audience in our art practice.
The past two years we have been looking at widening our perspectives and looking beyond the boundaries of our disciplines. Through the working groups and intensive programmes we have found new collaborators from different art disciplines and we have opened many new doors together. This cross-arts collaboration not only fed into the needs of our master students, who are more than ready to participate in such collaborations, it also provided the faculty with new ideas and insights. Within the frame of our institutions cross-arts collaboration is relatively new, and we feel we have developed some valuable material that can be used, the although we also feel that there still is a lot to explore and develop further. Having opened the door towards cross-arts collaboration, we feel we cannot close this path again if we would like to educate artists without borders.