Contact Fredric Gunve at email@example.com
This is a SALUTE, an entrance to rite of passages or coming of age. I want to SALUTE all students that I have meet and that have let me be part of their education, in their processes of learning and transforming. Thank you, you have taught me much, and without you none of the beneath written statements and content would have been possible.
Fredric Gunve work as a senior lecturer in Visual Arts at the Art Teachers Program, HDK, Gothenburg University, Sweden. His teaching involves visual arts, conceptual, performance and performative art practices and processes in relation to education and teacher professions. Part of his teaching and art-based research is to question and blur the borders between teaching and art, and to merge artistic and educational practices.
By combining artistic, educational and everyday situations examples of transformative art and education can take form as un-separated expressions and actions. In these entangled forms transdisciplinary experiences for future practices and knowledges can then emerge. The development of art-based education, especially in connection to teaching, questions on ethics, climate and environmental perspectives in art and education are the main focuses in his art, research and teaching. Lately he has focused on art and art-based education in pre-school settings and teachers working with young children.
He has taken part in several exhibitions, conferences, written articles, curating and have a long experience of teaching and developing education on all levels within higher art educations and art-teacher educations.
In one sentence you can say it all boils down to a (Re)search for a cure against despair
Fuse, merge, blend, mix and bastardize categories such as teaching, education, art (making), performance, everyday life, speculation, fantasy, nonsense, journalism, curating, climate, archiving and more is one way to introduce how Fredric work with and think about art-based research. By approaching and taking part in different forms of teaching and education from the perspective of acting like a virus that bastardize the borders and definitions between art and education, different examples of performative, coincidental, processed based, ephemerous and temporary educational art situations can take shape. From these shapes different ways of doing art-education/education-art is then made possible to emerge and be exemplified.
REGN (RAIN): is a climate change art project which imagines life as if rain were never-ending. The project was initiated in 2010 by Dr. Kajsa G. Eriksson and Fredric Gunve. The methods of REGN (RAIN) are experimental and emerge from Dr. Kajsa G. Eriksson’s art-based dissertation. The project is relational in nature and integrates performance, performativity, writing, and object-making with the entanglement of physical and imaginative worlds. The method draws together the real and the speculative in order to make and mark the instability of both. Blurring the borders between fiction and reality also fosters the emergence of unexpected experiences and connectivity. Instability, both imaginative and felt, and the emergence of experiences, affects, and empathies are key to the transformative power of the method.
REGN (RAIN) has been presented at various conferences, exhibitions and used in education. The story of REGN (RAIN) can be downloaded both in Swedish and English at http://regn-rain.se
SHADOW COURSE: Embedded within university coursers, an art-based research experiment inside institutionalized art educations are being executed as you read this. The Shadow Course is a way to practice informal course activities within formal coursers with the aim of transdisciplinary outcomes. The course work with the intention of making real change possible within institutions through the action of being a memetic virus. This is of importance especially today when ethical and sustainable ways of living and understanding the world are desperately needed for adapting to new environments and climates of the future. It does so by introducing itself as a parallel and informal Shadow Course that runs along(in)side formal university courses infecting and changing it and its participants from within. By taking part in a Shadow Course the participants can act from an in-ground position (an institutionalized underground) within the frameworks of formal education and institutional art and art education.
SAKS: How can artistic vision and art as a force be practiced and understood in relation to young children, preschool teacher and preschools? Researchers, teachers, artists and museum guides from the Gothenburg University and Nordiska Akvarellmuset have together united and formed a group called SAKS (Studier av konstnärligt seende / Studies of artistic vision). The group focus on questions and themes concerning young children partaking in art and art practices within institutions such as museums, and the notion of artistic vision. As part of the research group SAKS Fredric is doing art-based research that try to develop and distribute different ideas and concepts of how to understand and work with and within artistic vision and visions in relation to pre-schools, pre-school teachers and children.
Since 2012 he has been working on and continuously developed the course Atelierista, a course inspired by the pedagogical philosophy Reggio Emilia. By connecting contemporary art practices, geographical agency and new materialism in the course a unique education has taken shape. He also developed and run the course What are you doing? Contemporary art as an educational action for a few years. A course placed at the intersection between art(making) and teaching. The participants in the course practiced, experimented and reflected on how artists and teachers use performative and performance-based processes and methods. The course set out to connect and blur the borders between art, pedagogy, everyday life and the process of becoming in teaching and art.
An import part of teaching is to celebrate when change or transformation have taken place. By celebrating new knowledges and the new state of being that comes with that transformation you will feel proud, happy, strong and empowered. By feeling good about your achievements, you then can make others feel good about theirs. To celebrate achievements is a fundamental part in the process of learning. The ritual, or celebration, confirm and acknowledge that a person or situation have changed into what before was unknown to them
Read more about Fredric Gunve at the University of Gothenburg.