Professional Documents
Culture Documents
Artistic Research in
Performance through
Collaboration
Editors
Martin Blain Helen Julia Minors
Manchester Metropolitan University Kingston University
Manchester, UK London, UK
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Foreword
Creative practice as research has had a relatively short life in British univer-
sities, with the exception, one might argue, of musical composition, whose
historical acceptance as an academic activity goes back to music’s member-
ship of the medieval Quadrivium on the grounds that it was, with geom-
etry, arithmetic and astronomy, essentially a branch of mathematics.
Musical composition’s established, if anomalous, academic status,
underpinned by the role of music as guarantee for the modernist ideology
of aesthetic autonomy, has given composers in the academy a privileged
position that has often exempted them from engaging with the now
extensive debate around artistic practice as research in other fields. Some
would say just as well,1 since the intellectual rationale for creative practice
as research in UK universities was never thought through systematically.
In the tradition of British empiricism, it has simply muddled itself into
being as a series of pragmatic responses to the process by which Art
Schools and Music and Drama Conservatoires, once considered to offer
essentially skills-based training, were gradually brought into the Higher
Education system from the 1960s onwards. By the 1996 Research
Assessment Exercise (RAE), post-1992 arts institutions (often now facul-
ties within new universities) wanted a share of the research income cake,
and they made a vigorous case for the creative work of artistic practitio-
ners teaching in Higher Education Institutions to be considered as
research for the purpose of the RAE. But since then the criteria for what
constitutes research in practice have, quite rightly, become increasingly
stringent (e.g., the five-year funded AHRB project, Practice as Research
in Performance (PARIP), running between 2001 and 2006 generated
v
vi FOREWORD
Notes
1. See John Croft, ‘Composition is not Research,’ Tempo, 69, no. 272 (2015):
6–11.
2. PARIP (n.d.), Practice as Research in Performance, http://www.bris.ac.
uk/parip/introduction.htm (last accessed 12 August 2019).
3. For more information on artistic research in continental Europe, see
Kathleen Coessens, Darla Crispin and Anne Douglas, The Artistic Turn: A
Manifesto (Leuven: Leuven University Press, 2009).
4. See Michael Polanyi, The Tacit Dimension (New York: Anchor Books,
1967); Eleanor Rosch, Evan Thompson and Francisco J. Varela, eds.,
The Embodied Mind: Cognitive science and human experience
xii Foreword
Bibliography
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Croft, John. 2015. Composition is not Research. Tempo 69 (272): 6–11.
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Acknowledgements
xv
xvi ACKNOWLEDGEMENTS
Practice Research Unit, Kingston University, during its existence and has
led the development of practice as research within the curriculum at
Manchester Metropolitan University. His guidance, mentorship and
friendship has been important to both of us, and we wish here to thank
Robin for his generosity and continued support.
Thanks also go to our publisher, Palgrave Macmillan, for their help in
bringing this project to fruition, and to the anonymous peer reviewers for
their helpful feedback in the early stages and latter stages of the project.
Contents
xvii
xviii CONTENTS
Author Index261
Subject Index265
Note on Contributors
xix
xx NOTE ON CONTRIBUTORS
Good, the God and the Guillotine. He has worked with a variety of leading
contemporary music ensembles and soloists receiving performances of his
works both in the UK and abroad. Musicians he has worked with include
the Apollo Saxophone Quartet, BackBeat Percussion Ensemble, Equivox,
and English Northern Philharmonic Orchestra. In addition, Martin has
published on collaboration, ‘liveness’ in performance, and practice as
research as a research methodology in a variety of journals and book
publications.
Mine Doğantan-Dack is a musicologist and a concert pianist, interna-
tionally regarded as a leading figure in a new generation of artists who are
also academic researchers. Mine was born in Istanbul, and studied at the
Juilliard School (BM, MM), Princeton University (MA), and Columbia
University (PhD). She also holds a BA in Philosophy (Boğaziçi University).
Her books include Mathis Lussy: A Pioneer in Studies of Expressive
Performance (2002); the edited volumes Recorded Music: Philosophical
and Critical Reflections (2009); Artistic Practice as Research in Music
(2015); The Chamber Musician in the Twenty-First Century (2020);
Re-Thinking the Musical Instrument (forthcoming); and the co-edited
volume Music and Sonic Art: Theories and Practices (2018). Mine per-
forms as a soloist and chamber musician, and her playing has been
described as an ‘oasis’ and ‘heaven on earth’. She is the founder of the
Marmara Piano Trio and received an award from the Arts and Humanities
Research Council for her work on chamber music performance. Mine cur-
rently teaches performance and performance studies at the Faculty of
Music, University of Cambridge.
Adam Fairhall is a jazz pianist, improviser, composer and scholar based
near Manchester, England. He has released five albums as leader or co-
leader to widespread critical acclaim; his 2012 album the Imaginary Delta
was named Album of the Year by influential website Bird is the Worm, and
he has received four-star reviews from Jazzwise, Jazz Journal and The
Guardian. He is often heard on BBC Radio; his album tracks have been
played on Radio 3’s Late Junction and Jazz Line-Up, and he has played on
sessions for Radio 1, Radio 2, Radio 3 and 6Music. Concertzender (Dutch
public radio) produced a programme dedicated to his work in 2014, and
he has been interviewed for The Wire, Jazzwise and Radio 3. Adam holds
a part-time post as Senior Lecturer in Music and Sound at Manchester
Metropolitan University. His research is practice-based.
NOTE ON CONTRIBUTORS xxi
Fig. 11.1 R&D block 2: Gillian Lees, Leentje Van de Cruys, Nick
Donovan and Andrew ‘Wes’ Westerside; light objects by
Rebecca M.K. Makus. (Image courtesy of Proto-type Theater) 220
Fig. 11.2 R&D block 5: Leentje Van de Cruys, Andrew ‘Wes’ Westerside
and Gillian Lees. Developing interactive light objects worn by
performer-singers by Rebecca M.K. Makus. (Image courtesy of
Paul J. Rogers) 221
Fig. 12.1 Installation view Lesions in the Landscape. (Copyright FACT,
2015)239
Fig. 12.2 Amnesia forum #4 image. (Copyright FACT, 2014) 239
Fig. 12.3 Cloudmaker tangible interfaces. (Copyright FACT, 2016) 242
Fig. 12.4 Cloudmaker online screenshots. (Copyright FACT, 2016) 243
Fig. 12.5 Image: Screenshot of MakeFest 2016 Railway Project.
(Copyright FACT) 244
Fig. 1 The ‘duck-rabbit’, attributed to Wittgenstein. (Used first by
psychologist Joseph Jastrow, the image was made famous by
Ludwig Wittgenstein, see Ludwig Wittgenstein, Philosophical
Investigations, translated by G.E.M Anscombe [Oxford.
Blackwell, 1994, 1953], 194.) 256
xxv
List of Tables
xxvii
List of Musical Examples
xxix
PART I
Critical Contexts
CHAPTER 1
M. Blain (*)
Manchester Metropolitan University, Manchester, UK
e-mail: m.a.blain@mmu.ac.uk
H. J. Minors
Kingston University, London, UK
e-mail: h.minors@kingston.ac.uk
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