Chronicle-quest.education (2014-2024)
Interface chronicle-quest.education (2014-2024)
In the late 1990s and early 2000, I artistically experimenting with digital art and archiving. My first public experiment was a now long-gone homepage called framtidskonsten.se(the future of art).
In 2013 I worked with the design-duo PWR to create a new homepage. The page was worked as an archive and as an art-based teaching material.
The visitors put together their own collections of PDFs from the different pages they where attracted to.
That home page was up between 2014-2024. Although the last update was made in 2018.
Content
##EVERYONE IS AN EDUCATOR !
_CHRONICLE:QUEST_ is an education for educators.
Here you can download teaching material that can inspire and help you in your education.
The page collects, present and frame different examples of coincidental, processed based, ephemerous, performative and temporary situations, and sets them in an educational context.
The compendiums being produced, are different examples of how education can be practiced as a form of performance art. To fully appreciate the examples and ideas being presented they must be lived and acted out. You are free to adapt, remix, transform and build upon the material being produced.
This page opens up for new and unexplored ways of understanding and doing education, by performing different professions and practices in blurred contexts.
_CHRONICLE: QUEST fuse, merge, blend, mix, hybridize and bastardize categories such as pedagogy, teaching, performance, art, journalism, curating, archiving and more.
One important source of inspiration is the academic field of Performance Studies and ideas such as creative commons.
The examples are labeled under one (or more) of four tags: _COLLECTION_, _EMPIRE_, _SALUTE_, _UNHEIMLICHE_.
###COLLECTION
COLLECTION is the blender, the bastard in which different flavors (practices, careers, life and everyday experiences) are mixed and merged. It is the taste of the future, a new smoothie, a place for emerging professions and other ways of doing. By trying out different combinations of practices and experiences, you will be able to define your own way of doing and acting in a world of change and development. Part of the outcome will be to find temporary answers to questions such as: What do you do? What do I do? What will you, I, we become when we meet and merge ideas and experiences? COLLECTION plays with archetypes such as TEACHER, LIBRARIAN and ARTIST by mixing and merging them with each other. New and unexplored ways of doing can emerge from the experimental fusions that take place when performing different professions in blurred contexts. COLLECTION is an entrance to the areas of play, game and ritual.
###EMPIRE
The EMPIRE is a framework for various lectures and workshops that link different institutions, participants, places and times together by an ongoing collective creation of a historical and fictional empire.
The EMPIRE is a pedagogical play or game that visualize the (almost endless) multi layered practice that the merge of art and education give birth to. By its participatory and group-based approach to creations and experiences made by other participants, the EMPIRE can help to answer, but also find new questions relating to whom and how art history is being produced, used and controlled. The EMPIRE creates reference systems among peers in art education.
###UNHEIMLICHE
UNHEIMLICHE is the CHRONICLES jester and trickster, it is to use all senses in the learning process. You will learn how to use every day experiences such as eating, touching, swimming, eavesdropping, sweating, hearing, kissing, climbing, dancing and more in your education. By understanding how to use a variety of senses in educational contexts, you will be able to introduce everyday life as part of your practice and open for an including and tolerant educational practice. It is also a way of understanding the complexity of living, merging and becoming. It can be something you pick up by the extra sensory perception, in a dream or from a materialized fantasy. It is what can be learned from the things lurking in the corners, in the shadows and under your bed.
###SALUTE
SALUTE presents different examples of rituals that celebrate when change or transformation have taken place. By celebrating knowledge obtained through transformation and the ongoing process of becoming, you will feel proud, happy, strong and empowered. By feeling good about your achievements, you will be able to make others feel good about their achievements. SALUTE is an entrance to rite of passages or coming of age. Celebrating achievements is a fundamentally important part in the process of learning, in development and transformation. The ritual, or celebration, confirm and acknowledge that a person or situation has changed into what before was unknown to them, or it.
Bastard
**DESCRIPTION**
This publication are under the process of becoming and will be published after the: **Diffracting time through performativity, madness and bastardization** tour.
December 4-12 the Performance Faculty Group **P?'f?:m(?)ns ** (Univ. of Gothenburg) invite you to three performances and extended lunch seminars in Santa Cruz, San Francisco and New York. In New York, the 10 of December, the **P?'f?:m(?)ns **group temporary will merge with the release for the distribution channel **CHRONICLE:Quest**
**KEYWORDS**
Diffracting time through performativity, madness and bastardization
**LEARNING OUTCOMES**
Madness and the Bastard in Motion: Learning /Teaching through Performance Studies.
**EXAMPLE:**
We are the love child of passion formulated out of wedlock, the illegitimate child, the blender of flavors practices, careers, life's and everyday experiences. This is a taste of the future, a new smoothie, a place for emerging professions and other ways of doing. This is the result of lovemaking between art, performance and education. We are the bastard, we are what might be recognized and celebrated tomorrow, but for now must be the experiment, the ones who ask the questions, the ones who deal with uncertainty. We are a bastardized form of education, art and teaching that ask the question: is it teaching through performance studies?
Chill out Zone
**DESCRIPTION**
Go to a music festival, or some other social gathering, with the intention to create a temporary space for contemplation.
**KEYWORDS**
calm, cool and quiet, harmony, serenity and tranquility
**LEARNING OUTCOMES:**
You will learn how to take care of, handle and help people to come down from overdoses of information.
**EXAMPLE:**
###CHILL OUT ZONE
A structure resembling a house without walls, with a roof made of leaves for the sun to play with, were built for the music festival Skankaloss in Gagnef, Sweden. People entered the room believing it to be part of the festival. It was not. It was a friendly trap that trans- or teleported the visitors into a classroom of calmness. A chill out zone for the visitors to process information in. This is an example of a room that can be connected to a school or other educational place. A room for contemplation, and for people to come down from overdoses of information.
Dress up and climb a tree
**DESCRIPTION**
A tree climbing art seminar.
**KEYWORDS**
seminar, fun, climbing, dressing up
**LEARNING OUTCOMES:**
By staging a seminar outside the class room, unexpected, playful and nonsenses perspectives often appear in the discussion.
**EXAMPLE:**
###DRESS UP AND CLIMB A TREE
Ask the group that will take part in the seminar to dress up for the occasion. Let either everyone decide how to dress or decide on a theme that in one way, or another have relevance for what are to be discussed in the seminar.
Find a tree, start climbing and start the seminar.
Ha mig, Ta mig, Va mig
**DESCRIPTION**
This is when the teacher becomes the stage for the participants to act out their educational operas. Objectify the masters!
**KEYWORDS**
Objectification, staged body, body as stage, Baroque
**LEARNING OUTCOMES:**
You will learn how to use different forms of stages or classrooms in your art and education. You will also be introduced to a subjective and blurred baroque history and a contemporary way of Baroque thinking.
**EXAMPLE:**
###Ha Mig Va Mig Ta Mig - Have Me Take Me Be Me
The stage this year is not a place but a person.
Educational situations are often staged by a teacher standing in a defined space telling the students what to do (a classroom of some sort). This workshop turns the situation round, instead the participants use the teacher as material and as the classroom. In the workshop the teachers body is used as the stage where the educational situation take place. This is a workshop that uses objectification as an educational method.
This specific workshop takes its start from the opera The Coronation of Poppea.
Divide the participants into three groups based on the three virtues from the opera: Fortune-Virtue-Cupid.
Each group gets a set of Baroque trading cards.
Start with short lecture, give examples of different ways to make an entrance and how to exit. Show and tell the students, with the help of the cards and the virtues they have transformed into, that they now will create a show by using (you) the teacher as stage and material. The show are also to teach the audience about the baroque era and the opera The Coronation of Poppea. Tell them that they must become OPERA, to be theatrical and to use large gestures. Tell them to allow the costumes they create for the show to give directions. At the end of the show, or lesson, the participants will have new tools for understanding what and how a stage or class room can be, and how to use it. They will also know some baroque history and have been introduced to a merge between a contemporary way of using education and a Baroque way of thinking.
Helping key words:
Power and powerless, to be in control and losing it. Creating expectations, struggle between feelings, intellect and reason, control and out of control, freedom and captivity.
BAROQUE = unwieldy, unnatural, inflated, tangled, overworked, ugly, excessive, irregular.
Shirt and Trousers
**DESCRIPTION**
This is a short story that exemplifies how a shirt and a pair of trousers can become the main characters in story that connect people to each other from a seemingly random situation.
**KEYWORDS**
Every day as performance and educational possibility, connecting, Use, re-use, take part, send on.
**LEARNING OUTCOMES:**
The workshop creates an important understanding of how every day can be lived and understood as an educational performance. The example shows how to handle situations that at first appear random and coincidental. This is a way of perceiving the world as a multi layered meaningful and communicative place.
**EXAMPLE:**
###Shirt and Trousers
April 17th, Friday.
Today I have been working at the fashion school. After work, and on my way to the central station I stopped by a fashion store. There I found a shirt and a pair of trousers. It was a classic white and blue plaid shirt, but this one was double, like two shirts on top of each other. The trousers were designed like a pair of jeans but made from wool instead of denim. The inside pockets were made from the same fabric as the shirt. It was a complete outfit. I tried them on and was transformed into... any guy. The outfit worked as a camouflage of normality, a dress to go unnoticed in. Then it struck me, I had seen this outfit before. It was the uniform of C.G, my math and physics teacher from high school. I realized that the outfit was a performance piece. An ongoing and living art piece created by different coincidences. My part, of this ongoing performance, was to add the story of me and my teacher, and me as a teacher.
The strange thing was that the designer behind the shirt and trousers was the same designer that was to hold an open lecture the upcoming Sunday. The outfit had decided that it wanted to re-connect to its designer Siv Støldal. On her homepage you can read:
"Clothes discovered within the wardrobes of three disparate Norwegian men - a pensioner, a professional diver and an engineer - have provided the inspiration for much of this collection."
I had to buy the outfit!
The next Sunday I went to the lecture dressed in my new performance _Shirt and Trousers; the C.G Uniform_, or Three Wardrobes as Stoldal calls it. She noticed the outfit and complimented me on my good taste. After the lecture I decided that this was to much of a coincident not to continue.
April 27th Monday, I put on the shirt and the trousers and went to the fashion school. At the beginning of class I asked the students to write down what I was wearing, and what they wore. All student looked carefully, asked questions and wrote down there thoughts. We talked about storytelling, myth making and the importance of understanding context when working with conceptual design, art and education. After they were done writing, I introduced them to the story of the outfit. Now it was time for us to develop this educational and fashion performance. We took photos of different ways to use the shirt. At the end of the day, we sent the best pictures to Siv Støldal.
Images from a workshop at Art College Folkuniveristetet, Goteborg. Thank you all students, for taking part in the workshop, and thank you Siv Støldal for great fashion..
Teach Sweat
**DESCRIPTION**
A workshop of looking, longing and dancing. The workshop uses dance as a method and initiator for two groups to slowly become one.
**KEYWORDS**
Dance, sweat, group, fusion, teaching
**LEARNING OUTCOMES:**
Performance is a way to gain practice-based knowledge, with a huge potential to strengthen the reason why we are doing what we are doing. You will gain a sensual understanding of what performativity and becoming can be, by using performance methods, in this example through a group dance session.
**EXAMPLE:**
###Teach Through Sweat
Two student groups from two different university courses were asked to meet at a studio for a three-hour educational workshop. One group had a week before the workshop been asked to prepare something that they would teach the other group. They were free to come up with anything they wanted to teach, as long as it was pos-sible to do inside the room while dancing, and did not take more than an hour. The second group were secretly invited to come to the studio one hour before the other group. When they arrived at the studio they were divided into two new groups and introduced to the song Liebe auf den Ersten Blick by the band DAF. They were asked to create a choreography for a dance that they later would introduce and teach to the other group. When the other group arrived at the party had already started and the song played loud over and over on re-peat. They were also divided into two new groups. The different groups were introduced to each other and positioned in two circles, where the first and second groups were mixed. A friendly battle started between the groups trying to teach each other either the secret or the dance. After two hours of non-stop dancing, teaching and sweating to the same song the workshop came to an end, everyone took a seat, had some water and rested.
It is important to use all senses, taste, smell, touch, hearing, seeing and looking, as well as improvisation, nonsense and imagination to animate what we learn. Performance is a way to gain practice-based knowledge, with a huge potential to strengthen the reason why we are doing what we are doing. By using different aspects of per-formance it is possible to open for a variety of existential reasons for different educational situations, such as to create happiness, feelings of fulfillment, passion and curiosity.
Thank you everyone who took part in the workshop at SKOGEN, Göteborg, Sweden 12 November 2013, part of the event Performing the Archive Skogen Yearbook 2013
<iframe width="640" height="480" src="//www.youtube.com/embed/jSL1nXza7pM" frameborder="0" allowfullscreen></iframe>
Salute Librarians
**DESCRIPTION**
What more than to mark positions in books can bookmarks do?
Salute Librarians: BOOKMARKS create and use bookmarks to explore and connect places and people with each other.
**KEYWORDS**
Bookmark, story, fiction, non-fiction, myth, connecting dots
**LEARNING OUTCOMES:**
The participants will become aware of their own creative part in the stories and experiences surrounding us. The workshop blurs the borders between fiction and non-fiction in everyday life.
**EXAMPLE:**
### Salute Librarians: BOOKMARKS
Students at a middle school were asked to think of places in the school and the school area, that made them happy, secure or gave them other positive feelings. They went to these places and took photos of them. The photographs were then printed on premade bookmark templates.
They cut out the bookmarks. Then they were told to use the bookmarks as they wanted.
Bookmarks created by the design studio [PWR](http://pwr-stud.io/) and Fredric Gunve.
By creating bookmarks, and then using and distribute them, the participants become aware of how they take part in the world and the story's that surround us all. The bookmarks become a connection between the reader, the story and the author who wrote the book that the bookmark is placed in. This is one of many workshops in CHRONICLE-QUEST that explore methods to understand how to connect different dots to each other. Dots, in this case are all possible situations, places, people, materials, stories, and more that surround and defines us by how we intra-act with them.
Images from a workshop at a middle school in Motala 2013. Thank you all students, and there teacher Margareta Jiglund for taking part in the workshop.
Canapeas of Death
**DESCRIPTION**
The CHEF OF DEATH invites you to the beginning of the end, the making of starters.
How to compose a menu and create canapes for the end of the semester, the end of the year, end of the universe
**KEYWORDS**
Celebration, making canapes, decoration, beautification, serving, meeting death and the end
**LEARNING OUTCOMES:**
You will learn how to celebrate, decorate, serve and make canapes. In the meeting with death existential questions will be discussed side by side with methods for beautification. You will learn to treat life in a beautiful manner.
**EXAMPLE:**
### Canapes of DEATH finger food for you.
We must decide what ingredients we need to create a thousand Canapes.
What? Oh, I understand. First you want me to tell you more about this gastronomic processed based performance art workshop.
Well, we will create small canapes for the end party. And decorate them one by one. Every single piece must be created with the passion that comes from your life story and knowledge about art. The canapes must be eatable, and every ingredient handled with respect and love. It is not only what you do, but also how you do what you do! This is more than finger food; this is a cure against despair.
**You become what you eat. You are your food.**
Recipes and menus:
- What are you waiting for? He whispered from the door opening. Maybe he thought he was a vampire, denied entering if not invited. A silly rule for the candy dandy creatures of the night. But he was not a vampire, it was not even at night. Just another morning at the office the chef used when planning the menu for next week. She looked at him and thought. I could show you the face of Kali, I could turn you inside out so we all can see what you are made of. But not today. Today we will keep with the menu and figuring out the recipe for the next Primordial Soup.
She, the Chef of Death continued to write.
As The Chef of Death, you will compose a menu and create canapes for the end, the end of the semester, the end of the year, end of the universe.
What menu can include an art piece, an existential question about being, living and dying and also being festive enough for a party? That is for you to figure out.
GROCERY LIST:
Food:
cucumber 5 pcs
Radishes five bundles
Lemon 10 pcs
Lime 10 pcs
Pepper (chili) 5 pcs
5 yellow pepper
5 green pepper pieces
5 red peppers
carrots a package
4 parsley tufts
Dill 4 bundles
watercress 3 packages
leeks 3 pc
sunflower shoots 3 pcs
fresh cilantro 2
Radish 1 pcs
Cauliflower 2 heads
Kiwi 10
Orange 10 pcs
Apple 10 pcs
Clementine 10-15 pcs
grapes one "box" Green and a "box" blue
cinnamon 2 packets
turmeric 1 small jar
saffron 2 packages
whole cloves 2 packages
mayonnaise 2 tubes
Ajvar 1 jar
horseradish (grated on the tube) 1 tube
Horseradish
butter 1 package
French bread, four light and four dark
round saltine crackers 2 packages
other crackers 2 packages
Kitchenware:
Small sharp knife, preferably one to each participant
Toothpick 3 packages
Napkins, (plain) white, red and green, 7 packets
Wet Wipes 3 packets
Other:
Writing paper and pencils (for recipe / menu text)
Hyacinths 4 pcs