First Layer
I. The experimental set-up: How RAPP Lab was created
II. Principles and Values
III. Meta-level: RAPP Labs contribution to ...
Second Layer
I. The experimental set-up: How RAPP Lab was created
A. Work-packages or self-reflective questionaires
B. Visualisation of the conceptual frame
II. Principles and Values
A. Methodology
B. Culture of Communication and Collaboration
C. Culture of Pedagogy
III. Meta-Level: RAPP Labs contribution to ...
A. AR and Agency
B. AR and role for society especially in pandemic times
C. AR and STEAM in a broader interdisciplinary way
Third Layer
The experimental set-up: How RAPP Lab was created
A Work-packages or self-reflective questionaires
B Visualisation of the conceptual frame
Principles and Values
A Methodology:
1. Time (space for unexpectedness; reflection is time; time and space in the study programme: it is a question of implementation)
2. Different formats (plenary, small groups, open/closed for public, alone)
3. Rhythm of how these formats interrelate with each other (high art of teaching)
4. Documentation (awareness for how to materialize the experiences we gained in the labs and how they can become results and IOs)
5. Implementation: Question when to start with AR and which role reflection has for this question
• Critical reflection is also in BA important: deeper engagement into the practice, it doesn’t have to be the big issue; it is a chance to not mindlessly just do (no mindlessness-doing or mindlessness repetition)
• Critical reflection is not the final top of something, but an attitude: It is about acquiring skills. We are already creating the filter, of how we will engage into our practice / into our musicianship. Also in BA!
• Individualised study paths instead of skill training; what role can a tool kit for critical reflection have?
B Culture of Communication and Collaboration:
1. Working climate:
• No catwalk of skills but laboratory
• Flat hierarchies/student centered approach; but also moderation, tools for structuring
• System of values: what counts?
2. The power of collaboration for reflexivity
• How to collaborate is not self-evident: This is also something to learn and to train.
And: There is no singular practice (no me-search), it is interdisciplinary research and it is about collaborative working (being part of a research process as receiver and giver)
3. Reflection as learning from the side / open up the external view
C Culture of pedagogy // skills/professionality/quality:
1. Whole person: critical reflection is a possibility to fill the gap between technique/practice and insecurity/professionality: There always is precarity. Reflection offers an understanding of micro-practices. Aim: The whole person, not just skill!
2. Critically reflect the value of technique: it is not self-worthy
3. Mapping out personality: When does your critical voice comes forward? When not?
4. Awareness for the ‘right’ measure: no forefinger-pedagogy, no emancipation-laboratory, which in worst case builds up another ideology
5. Training of the teacher: teaching to transgress: How I make you able to make yourself accessible to your own knowledge? What do you do, when you acquire new knowledge?
RAPP Labs contribution to ...
AR and Agency
• How can RAPP Lab contribute to the question of artistic agency: How to become a change agent?
• How can we implement a fluid transgression between studying and working?
• Question the Individuality as mastery
• How can we acknowledge diversity and diverse artistic agency
• Failure, clashing, friction as potential: I can also clash in my core business and not find a place and this is not unprofessional. To loose the paths of main-subject of education does not mean to give up
AR and role for society especially in pandemic times
• RAPP Lab can make a proactive contribution for searching, practising and reflection in pandemic times. Search for ways to connect to the “professional”. That also means to reflect on: What is our profession?
AR and STEAM in a broader interdisciplinary way
• RAPP as a conglomeration to develop tools or evidence, how disciplines can develop when they are allowed to do what they do.
• AR has the responsibility to ask the institutions about the relationship between training/profession. Multi-perspectivity, the look from the side: How does my field look, when I look on it from your field?
• What are methods of AR or what methods does AR unfold?
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