What shifts? What drifts? What remains? three questions underpinning the documenta 14 learning programme this year. Seemingly simple, yet these hold resonance particularly for education. How do we learn from experiences, what are the traces that take us forwards? How does art produce encounters for learning? As an artist and educator, these are important questions for both teaching practice and artistic practice. I utilised the Engine Micro Bursary to fund a trip to Kassel in July and the following are some reflections on works that left a lasting impression on me.
First day: Overwhelmed by the scale of the project I resolved to enter the larger curated shows first. In the vastness of Documenta Halle, a presentation of archives from Anna Halprin’s multiracial dance company breathed openly. Scoring the stories and development of dance deck – an architectural device Halprin crafted with her husband Lawrence.
Influenced by the Bauhaus, the construction of the deck (1954) reconsidered how acts of learning through the body occur based on observation and awareness, how conversations between self and place form together. “I began to simply shed all of my old patterns, and I had to start anew with new ideas of what is the nature and my nature interface. That’s where I began to develop a new approach to movement.”
I am reminded of videos of Josef Albers, how he used his whole body in his teaching to encourage students to reach a wider range of movement, to experience shape from different perspectives. These are powerful tools of pedagogy that are shared through choreography “as performers become more confident and skilled they all become freer in using the whole body, the wholeness of the trail.” Tracing the emotional, political and performative engagements of the community groups who used dance deck, this archive recalls the importance of co-creating inclusive spaces towards making and innovating.
Second day: Rumbling along the tram lines, I reach the outer edges of the city where the glass pavilions sit on Kurt-Schumacher strasse. A boundary between the hub of the city and the regions where many migrant communities reside. The so-called pavilions are abandoned commercial outlets, now containing art works and installations that may or may not be entered, playing with the possibilities of transparency, transition and in-between-ness. It’s a quiet morning, I have them all to myself. Vivian Suters, Nisyros (Vivian’s Bed) is most alluring. Paintings on un-stretched canvas hung in layers, interrupting and obscuring one another as they folded back into the room towards a bed made of wood at its centre. The paintings are trusted, there is a need to follow them in; inviting in their floods of colour, boldness and sculptural presence, but also an intimate space made public.
Third day: Weaving through the historical Neue Gallerie, an ambitiously curated show that speaks along the lines of politics, economy, global relationships, lasting debts. The upper floors explore cultural theft and systems of colonisation and exploitation. In a sun-drenched atrium, this is where I find The Missing Link. Decolonisation Education by Mrs Smiling Stone by Pelagie Gbaguidi. Scrolls drape from floor to ceiling, their surface mapping part formed figures and scrawls that echo handwriting. Among the delicate drawings are school desks, upon these are fragments of ceramics, toys and veiled photographs of figures caught within the violence of apartheid. Lift the veil and confront the atrocities of dehumanisation.
Conceived from a research project based in South Africa, Gbaguidi places the transmission of knowledge at the centre of this work. What and whose knowledge is passed on, rearticulated or canonised? Education here is troubled as both a preserver and a solution to legacies of oppression. Gbaguidi leaves a stanza on the wall to synthesise her thoughts on the work:
How might education contribute to
purge from consciousness that there exist no
under-beings but that the birth of a
life is a value in itself.
That every human has a right to a
The works that stood out to me personally were those that infiltrated public space, that whispered across the city, distorting and obstructing views above ground or hunkered in spaces below ground. Raising awareness of the presence and movement of self through the city, repetition of movement; bodies, space, lines, traces of past and present. While I write these reflections, teaching is about to resume, focus is about to become stretched. The trip to Kassel functioned as a timely reminder, that we must account for the spaces that we construct with others.