The vitality of an intermedia creative model has come to define my teaching and production.I believe that the classroom can manifest as a transmutable geography of research zones: as laboratory, performative space, critical and theoretical think-tank and as a unique creative utopia. It is here that the incremental processes of learning together with strategies for inquiry, resistance and reclamation can be located, mapped and defined.
Coming to this location shifted everything, paralleling what Martin Amis
describes as "one of those uncovenanted expansions, when, almost audibly
to the inner ear, things swivel and realign, and all is clear." I find
myself negotiating a theory of place, or rather of workplace that --once applied
to the studio or the classroom-- might result in the cultivation of a laboratory
of scrupulously observed, liberatory wanderings and gatherings where we [re]tell
and where we listen. It is in this space that we begin to explore memory,
bodies and what Homi Bhaba calls "the uncanny fluency of another's language…
[in which] identity and difference find their agency in the form of the ‘future’
where the past is not originary, where the present is not simply transitory."
Bhaba goes on to illuminate it as "an interstitial future that emerges
in-between the claims of the past and the needs of the present" [where
production succeeds] "not in its transcendent reach but in its translational
capacity: in the possibility of moving between media, materials, and genres,
each time both marking and remaking the material borders of difference; articulating
‘sites’ where the question of ‘specificity’ is ambivalent
and complexity construed."
