{"id":3522,"date":"2017-11-02T13:23:41","date_gmt":"2017-11-02T13:23:41","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/c3riimpact\/?page_id=3522"},"modified":"2017-11-02T13:45:36","modified_gmt":"2017-11-02T13:45:36","slug":"transmission-2014-15","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/past-programmes\/transmission-2014-15\/","title":{"rendered":"Transmission 2014-15"},"content":{"rendered":"
TRANSMISSION 2014-15 –\u00a0<\/strong>AN UNSENTIMENTAL EDUCATION:<\/strong>\u00a0ON BECOMING AN ARTIST<\/strong><\/h5>\n

At the end of Gustave Flaubert\u2019s great novel about love and history,\u00a0A Sentimental Education<\/em>, from which we shamelessly steal part of our title, the protagonist Fr\u00e9d\u00e9ric Moreau and his oldest school friend Deslauriers reminisce about their adolescence. They remember going to a brothel together, the anticipation and excitement. Once there, thinking that the laughing prostitutes were making fun of him,Fr\u00e9d\u00e9ricbolted from the place. But in the unconsummated experience, there lies the possibility of fantasy and happiness:<\/p>\n

\u2018That was the best we ever got!\u2019 saidFr\u00e9d\u00e9ric.
\n\u2018Yes, perhaps so, indeed! It was the best time we ever had,\u2019 said Deslauriers.<\/p><\/blockquote>\n

Could this be the model for learning how one becomes an artist: A lack of satisfaction that provides a drive? An expectation of knowledge that is never fully imparted? The imaginative reconstruction of the past?<\/h4>\n

We asked how artists become and why, how this is learnt (and unlearnt), how it is imagined and exemplified. \u00a0In an era where the \u2018artist as personality\u2019 may no longer be thought to be of interest or instruction to understanding art, we look at the external forces and inner structures that produce artist-figures and artistic capacity. What type of fantasy is at work here and how much does the decision to become an artist count in becoming one? Though our students may grumble now at certain of the things we expect them to do, they will soon go on to say (joining every other former art school graduate): \u2018Oh, how I miss art school, how I miss the crits \u2013 it was truly the best time of my life!\u2019<\/p>\n

Programme<\/h5>\n

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Transmission, an annual series of lectures and symposia,\u00a0is\u00a0a collaboration between the Art & Design Research Centre, Sheffield Hallam University; Site Gallery, Sheffield; and, Showroom Cinema, Sheffield. Convened by Sharon Kivland in 2001, Transmission was developed collaboratively with Lesley Sanderson during 2001-4 and Jasper Joseph-Lester in 2004-6.<\/p>\n

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 <\/p>\n","protected":false},"excerpt":{"rendered":"

TRANSMISSION 2014-15 –\u00a0AN UNSENTIMENTAL EDUCATION:\u00a0ON BECOMING AN ARTIST At the end of Gustave Flaubert\u2019s great novel about love and history,\u00a0A Sentimental Education, from which we shamelessly steal part of our title, the protagonist Fr\u00e9d\u00e9ric Moreau and his oldest school friend Deslauriers reminisce about their adolescence. They remember going to a brothel together, the anticipation and excitement. Once there, thinking that […]<\/p>\n","protected":false},"author":1158,"featured_media":0,"parent":910,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-3522","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P8oFHo-UO","jetpack-related-posts":[{"id":3533,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/past-programmes\/transmission-2016-17\/","url_meta":{"origin":3522,"position":0},"title":"Transmission 2016-17","author":"Alison Honnor","date":"02\/11\/2017","format":false,"excerpt":"TRANSMISSION 2016-17 -\u00a0WHO IS AN ARTIST? The Transmission lecture series for 2106 to 2017 asks who is an artist. This is not a faint echo of Joseph\u2019s Beuys\u2019s famous statement, reiterated endlessly, that everyone is an artist (by which in any case, Beuys intended to suggest that everyone could apply\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3529,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/past-programmes\/transmission-2015-16\/","url_meta":{"origin":3522,"position":1},"title":"Transmission 2015-16","author":"Alison Honnor","date":"02\/11\/2017","format":false,"excerpt":"TRANSMISSION 2015-16 - WHERE ART HAPPENS This year\u2019s Fine Art lecture series takes up the places of art, its various locations and possibilities for location, which may be more than the linear trajectory of studio, gallery, collection. Perhaps art happens anywhere, everywhere, in the many interstices and detours between site\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3544,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/past-programmes\/gravity-2014-15\/","url_meta":{"origin":3522,"position":2},"title":"Gravity 2014-15","author":"Alison Honnor","date":"02\/11\/2017","format":false,"excerpt":"Gravity 2014-15 Programme \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Gravity is a forum for discussion of the significance and diversity of material practices in contemporary art to stimulate dialogue on issues of art and culture. The project encompasses a wide range of artistic traditions and takes a broad interdisciplinary approach to\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":12392,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/ref2021\/","url_meta":{"origin":3522,"position":3},"title":"REF2021","author":"Ian Braddick","date":"24\/08\/2023","format":false,"excerpt":"The Research Excellence Framework (REF) is the UK's system for assessing the quality of research in higher education. For REF2021, overall, 72 percent of the research submitted by Sheffield Hallam received the prestigious rating as \u2018world-leading\u2019 (4*) and \u2018internationally excellent\u2019 (3*). Detailed information about the University\u2019s REF2021 results, including our\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"REF2021 Logo and text 'Research Excellence Framework'","src":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2023\/08\/REF2021.png?fit=890%2C290&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2023\/08\/REF2021.png?fit=890%2C290&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2023\/08\/REF2021.png?fit=890%2C290&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2023\/08\/REF2021.png?fit=890%2C290&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":248,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/seminars-201415\/","url_meta":{"origin":3522,"position":4},"title":"C3RI seminar series 2014-15","author":"Alison Honnor","date":"31\/12\/2015","format":false,"excerpt":"A programme of lunchtime research seminars for SHU staff and postgraduate students. \u00a0","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":910,"url":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/past-programmes\/","url_meta":{"origin":3522,"position":5},"title":"Past programmes","author":"Alison Honnor","date":"22\/02\/2017","format":false,"excerpt":"Please follow the links below for information on previous lunchtime seminars: CCRI research seminar series 2021-22 CCRI research seminar series 2020-21 C3RI research seminar series 2019-20 C3RI research seminar series 2018-19 C3RI research seminar series 2017-18 C3RI research seminar series 2016-17 C3RI research seminar series 2015-16 C3RI research seminar series\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"CCRI Logos III","src":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2021\/06\/CCRI-Logos-III.jpg?fit=1197%2C207&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2021\/06\/CCRI-Logos-III.jpg?fit=1197%2C207&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2021\/06\/CCRI-Logos-III.jpg?fit=1197%2C207&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2021\/06\/CCRI-Logos-III.jpg?fit=1197%2C207&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/blogs.shu.ac.uk\/c3riimpact\/files\/2021\/06\/CCRI-Logos-III.jpg?fit=1197%2C207&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/pages\/3522","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/comments?post=3522"}],"version-history":[{"count":9,"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/pages\/3522\/revisions"}],"predecessor-version":[{"id":3536,"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/pages\/3522\/revisions\/3536"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/pages\/910"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.ac.uk\/c3riimpact\/wp-json\/wp\/v2\/media?parent=3522"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}