09–13/12 ’24
Mapping practices
Subjective Mapping as a Relational Design Tool
🕐 Monday 9 — Friday 13 December, 2024
📍 Sint Lucas School of Arts, Antwerp (BE)
🔗 www.sintlucasantwerpen.be
🙏🏻 Petra Vanbrabandt
The masterclass ‘Mapping practices’ provided an opportunity to explore mapping as a creative tool for forming dialogues and exploring relationality between acts, thoughts, space, time and the political.
Maps can have an intriguing, layered appearance, graphically representing the relations between people, time, and places. When mapping becomes an artistic practice, it converses with the imagination and stimulates the poetics of interpretation. In the series of Subjective Atlases that De Vet has developed, she works with specific communities to map their environment through a broad cartographic diversity, from drawings to photo series, flags to infographics; always deriving from situated perspectives and experienced knowledge. These participatory processes and visual diversity unlock so much information and stories, different from what a text or single image could; maps require another kind of literacy that transcends the traditional alphabet.
This masterclass is an opportunity to explore mapping as a creative tool for forming dialogues and exploring relationality between acts, thoughts, space, time and the political. Participants will gain practical and theoretical knowledge about a range of mapping methodologies and how mapping, as a tool for research, can be used positionally and relationally. The class will be a hands-on experience, engaging in mapping as a conceptual and artistic strategy to make learning visible and sharable as real-time, adjustable frameworks for dialogue and collaboration. Participants will develop (individually and collaboratively) context-specific maps that activate visual storytelling, collaboration, and understanding of complex relationships – including their own.
One day we read and deconstrcuted ‘Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective’ by Donna Harraway, and collectively mapped our own perspectives of the text. The class was a hands-on experience, engaging in mapping as a conceptual and artistic strategy to make learning visible and sharable as real-time, adjustable frameworks for dialogue and collaboration. Students developed (individually and collaboratively) context-specific maps that activated visual storytelling, collaboration, and understanding of complex relationships – including their own.
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