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UAL Research Online

FLΔG Collective: Praxis between the educational turn and the art school

Hjelde, Katrine, FLΔG Collective (2014) FLΔG Collective: Praxis between the educational turn and the art school. Art, Design & Communication in Higher Education, 13 (1). pp. 57-71. ISSN 1474-273X

Type of Research: Article
Creators: Hjelde, Katrine
Group or Collective Creators: FLΔG Collective


This article will explore the FLΔG Collective’s ‘cake methodology’ developed to enable a shared praxis between a group of multi-level (B.A., M.A., Ph.D.) fine art students and staff. Cake methodology is a term developed to frame FLΔG’s working methods analytically by describing the methods and exploring how these approaches may have a critical purpose both within and potentially outside the art educational institution. The methods include baking and sharing cakes within the group and with participants, but rely on forms of engagement that move beyond the association with food or eating. Praxis, as the process by which a theory, lesson or skill is enacted, practiced or performed, is central to our approach, and was developed through an exploration of, and engagement with, the ‘educational turn’ in the contemporary art world. FLΔG, however, re-turned the exploration of pedagogy and art to the academy, and cake methodology emerged as part of this ‘re-turn’. The praxis afforded by this re-turn can thus perhaps provide a perspective on current higher art education and on aspects of relational and socially engaged art practice. Two FLΔG events will be used to exemplify this methodology: Workshop in the Workshop at Chelsea School of Arts (2014) and Quiet Cake Conversation at The Showroom Gallery (2013).

Official Website: http://www.ingentaconnect.com/content/intellect/adche
Publisher/Broadcaster/Company: Intellect
Your affiliations with UAL: Colleges > Chelsea College of Arts
Date: 1 April 2014
Digital Object Identifier: 10.1386/adch.13.1.57_1
Related Websites:
Date Deposited: 01 Jul 2016 15:27
Last Modified: 01 Jul 2016 15:27
Item ID: 9785
URI: https://ualresearchonline.arts.ac.uk/id/eprint/9785

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