School Workshop: Exploring Chaos, Order and Memory Through Art
- Jan 26, 2024
- 3 min read
Updated: Aug 14
A CREATIVE ENCOUNTER WITH STUDENTS IN HAIMING
I recently had the pleasure of working with students from the Middle School in Haiming in a workshop exploring the connections between art, memory, dementia, chaos and order.
The workshop was part of my work at the University of Applied Arts Vienna and connected to the ideas and approaches developed through the DEMEDARTS project (funded by FWF A-609 PEEK. Grant-Doi:/10.55776/AR609 ).
My aim was to create a space in which the students could approach the topic of memory and dementia in an open, creative and accessible way suitable for their age.
Starting with Something We All Know: Forgetting
We began with a very simple question: What does it mean to forget?
Forgetting a name, losing something, leaving homework at home — these are everyday experiences that everyone can relate to. From there, we explored how memory changes throughout our lives and how different forms of forgetfulness can become part of the experience of ageing and dementia.
Rather than approaching the topic only through facts and information, I wanted the students to explore it through artistic practice.
Chaos and Order
One of our central themes was “chaos and order.” We experimented with drawing and asked how these two seemingly opposite ideas could be expressed visually.
There was no single correct answer. Some students created highly structured compositions, while others embraced irregular lines, unexpected forms and visual chaos.
This openness is an important part of artistic processes. It allows us to experiment, make mistakes and discover something we did not necessarily expect.
Art as a Way of Understanding Dementia
I introduced the students to DEMEDARTS – Dementia, Empathy, Education, Arts, a project that explores how artistic methods can contribute to greater understanding and empathy around dementia, and specifically to our Toolbooks.
Art can provide opportunities to communicate and reflect in ways that are not always possible through conventional discussion. It can help us approach sensitive subjects from different perspectives and create a space in which questions and uncertainties are welcome.
Creating Fantasy Figures
One of the activities we explored was “Fantasy Figures” - there was little time in the lesson itself so the students even went ahead in another lesson to finish it.
They were working with simple materials such as coloured paper and wool, the students created imaginative figures through a process that involved both intention and chance. The results were diverse, demonstrating how differently each of us can interpret the same starting point. The activity also encouraged the students to let go of the idea that there is a “right” way to create something. Sometimes, the most interesting results emerge when we allow a little bit of unpredictability into the process.
Learning Through Experimentation
For me, workshops like this are particularly valuable because they show that artistic education can open conversations about complex social and human issues, within all age groups.
When students are given the freedom to experiment, they can engage with challenging subjects in a surprisingly personal and thoughtful way. The creative process becomes a form of learning in itself — one that involves observation, curiosity, imagination and empathy and encourages growth in every way.
AN INSPIRING EXCHANGE
The workshop in Haiming was an inspiring encounter. I was impressed by the students’ curiosity, creativity and willingness to engage with unfamiliar ideas. It was a pleasure to see how quickly an abstract concept such as “chaos and order” could become something tangible, playful and meaningful through artistic practice.
I am very thankful for the opportunity to share these approaches with the students and to explore together how art can create spaces for empathy, reflection and new ways of understanding memory, also in the future!
Little Update
Since this workshop, I have also joined the Wissenschaftsbotschafter (Science Ambassadors) programme of the Austrian Agency for Education and Internationalisation (OeAD). The initiative brings researchers and their work into schools and other educational settings, creating opportunities for young people to engage with science in a direct and personal way.
For me, it is a wonderful continuation of my interest in connecting art, research, curiosity, and education, and in exploring creative ways of sharing ideas with younger audiences.
Comments