What are strategies for generating/sustaining a mutual desire within the context of a collaboration? Collaboration might be considered as a creative partnership, or within the context of a workshop. Or more radically, between student and teacher.
How is the image maker to position themselves in relation to the perspective of the Other, which is inaccessible yet indelibly part of an ethical/aesthetic practice?
If drawing is a practice (an ends in itself, and not a means to communicate something), can we consider it as the maintenance of a space (the capacity to imagine or break apart structures that stifle)? Is it something akin to eating or breathing? Is the imagination part of the body? Deleuze and Guattari hold that the disappearance of desire and death are inexorably linked.
Traditionally, teachers have been seen as the ones holding power over the student. What happens with the teacher has imagined a horizontal relationship between teacher and student, but the student remains stuck imagining the vertical power dynamic? Is there a way for the teacher to transmit to the student a new way of relating to one another? Such a transmission would require certainty and a forcefulness on the teachers part. Would their relationship inevitably dissolve?
How is the image maker to position themselves in relation to the perspective of the Other, which is inaccessible yet indelibly part of an ethical/aesthetic practice?
If drawing is a practice (an ends in itself, and not a means to communicate something), can we consider it as the maintenance of a space (the capacity to imagine or break apart structures that stifle)? Is it something akin to eating or breathing? Is the imagination part of the body? Deleuze and Guattari hold that the disappearance of desire and death are inexorably linked.
Traditionally, teachers have been seen as the ones holding power over the student. What happens with the teacher has imagined a horizontal relationship between teacher and student, but the student remains stuck imagining the vertical power dynamic? Is there a way for the teacher to transmit to the student a new way of relating to one another? Such a transmission would require certainty and a forcefulness on the teachers part. Would their relationship inevitably dissolve?