Too many conferences organized presently by art academies draw attention to the recent developments of PhD trajectories in art. Yet, an even more important issue today pertains to the specificity of Ma programs of art academies. After all, it is the master program focused on research that prepares artists for a possible PhD trajectory, it is the master program that offers artists various perspectives on their professional careers; and it is the master program and its strong emphasis on the specificities of its curriculum that forces the bachelor program to reflect on the particular structure of its own curriculum.
Moreover, in spite of the obligation to effectuate the Bologna rules already in 2009, many European countries interpret the concrete implementation of the master program in various ways. In some countries, a one-year program is offered, other countries concentrate on a two-year program; some countries have had already for many years master programs in fine art, whereas others hardly maintain a deadline for the implementation of a master program. These clear-cut urgencies indeed require to organize an international expert meeting and conference around the question of the specificity of the Ma Fine Art programs.
The conference A Certain Ma-Ness will take place in Amsterdam on March 8, 2008 and will be organized by the Utrecht Graduate School of Visual Art and Design (MaHKU) in collaboration with the Brussels Sint Lukas Academy.
10.30. Opening. Willem De Greef (Director St.Lukas Academy Brussels) and Henk Slager (Dean Utrecht Gradaute School of Visual Art and Design_
10.45 Keynote presentation: Ute Meta Bauer (visual arts program, MIT Boston)
In order to explore the specificity of an academic master in fine art further, three more or less distinctive issues will be discussed.
11.30 – 13.00: The issue of the specificity of Ma-competencies. Is it possible to map the various skills required for the Ma-program particularly with regard to a reflective and critical attitude, and a conception of both knowledge production and research? Paneldiscussion 1: Jan Verwoert and Clementine Deliss.
1400- 1530. The issue of didactic strategies. Is it possible to determine how a MA curriculum is characterized? What are adequate didactic strategies and educational models? What is the relationship between those educational strategies and models and the research practice of lecturers?
Paneldiscussion 2: Simon Sheikh and Mick Wilson.
1600-1730. The issue of the research environment. In what way -political, facilitating, infrastructural - could the Graduate School contribute to the development of a research climate in art education?
Paneldiscussion 3: Daniel Birnbaum and Bart Verschaffel
Location, VCC De Brakke Grond, Nes 45, Amsterdam. March 8, 10.30-17.30. Entrance fee: 25 euro. Reservations: firstname.lastname@example.org