Theoretical and practice-based research degree programmes at University of the Arts London
Camberwell, Chelsea and Wimbledon's Post-Doctoral Research Fellowships offer early career researchers the opportunity to progress their careers within their specific fields of research.
It also allows researchers who have completed their PhD to acquire new skills, for example bid development, working as a co-investigator alongside more experienced researchers, on major research projects and further developing their doctoral research.
Post-doctoral research fellow: Dr. Marsha Bradfield, June 2013 - June 2015.
Funded by University of the Arts London.
Marsha Bradfield is developing and locating her post-doctoral research and practice within the remit of the Critical Practice research cluster at the Camberwell, Chelsea and Wimbledon Graduate School. She will develop research projects and contribute to the academic research profile and activities of the Graduate School.
She is also taking a leading role in the writing of an external funding bid from Critical Practice, in collaboration with other researchers in this group, in order to sustain her research beyond the life of the fixed term appointment. The post supports the activities and outcomes of Critical Practice and the Camberwell, Chelsea and Wimbledon Graduate School.
The Critical Practice research group has a specific focus on the place of creative practitioners in the public sphere and associated issues of governance, the political economy of creativity and the role of art institutions in the public domain. Contributing to, and advancing, existing work in at least one of these areas, this post-doctoral research programme reflects the broader aims of the Critical Practice research cluster. More information can be found at the Critical Practice site.
Post-doctoral research fellow: Dr. Joanne O'Hara, November 2012 - November 2014.
Funded by the Rootstein-Hopkins Foundation.
Through research and exhibition curation the project aimed to audit the part drawing played in the decision making processes, which enabled the London 2012 Olympic and Paralympic Games. The audit used drawings by designers and managers, with a view towards establishing a cross disciplinary understanding of the intellectual, political, aesthetic and cultural climate of this unique nationally located, but globally important, event.
The relationship between drawing, design and decision-making was established by creating a sample group of drawings, taken from across a range of stakeholders and cultures, during one small slice of time and will encourage cross disciplinary thinking. The methodology collected, sifted, collated and made sense of information that related to the uses of drawing, and therefore enabled new understandings of drawing and its relationship to both general literacy and creative thinking.
The themes of the research and exhibition project were Place: including drawings relating to archaeology, temporary structures and change, permanency, legacy and accessibility; Movement: notational images from athletes to dancers; Performance: drawings relating to opening and closing ceremonies, costume design, choreography and musical notation; Iconicity: encapsulating the essence of the host nation and the Olympic movement.
The story of London 2012 was told both visually and verbally and the output of this project was an exhibition at Wimbledon Space gallery in October - November 2014, which may lead to similar projects in future Olympic host nations.
Post-doctoral research fellow: Dr. Katrine Hjelde, February - May 2013.
Funded by the AHRC Cultural Engagement Fund.
Intersecting contemporary fine art practice and critical art pedagogy set out to develop and exchange post-doctoral expertise in pedagogical research in art and design, from University of the Arts London to galleries and other art platforms with a pedagogic remit.
This project connected with the Showroom Gallery’s ‘Communal Knowledge’ program, which involves collaborative projects with local and international artists and designers that employ different forms of action, critical reflection and pedagogic process towards building an accumulative, shared body of knowledge between artists, participants, audience and the gallery.
The research is situated within the FLΔG collective, a group of researchers, students and academics based at Camberwell, Chelsea and Wimbledon, who have explored and applied the notion of the ‘educational turn’ within fine art practice in relation to the teaching of fine art.
The AHRC Cultural Engagement-funded project developed and shared these artist/pedagogue’s research and expertise at the intersection between contemporary art and pedagogy, and set up on-going channels of exchange and dissemination between the art school and partner institutions. These included, The Showroom, but also, further afield at Hordaland Kunstsenter, Bergen (Norway), and through AND Publications, an art-based publishing company that is driven by research and collaborative engagement.