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Rigorous Interdisciplinary Pedagogy

Five Years of ACE

University of California, Irvine, USA, penny{at}uci.edu

The emergence of media-arts and digital cultural practices has provided a highly charged context for the development of interdisciplinary pedagogy, combining as it does, practices and traditions from historically, culturally and theoretically wildly divergent disciplines. This article addresses aspects of effective interdisciplinary educational process, attending to questions of pedagogy, theory and institutional pragmatics. In my analysis, the key components of such a project are: deep technical training and understanding; deep training in artmaking and cultural practice; deep theoretical and historical contextualization, and an open and rigorous interdisciplinary context which maximally facilitates the negotiation of these often divergent ways of thinking and making. In building such interdisciplinary practice in the context of a campus, one abruptly confronts the discontinuity between the rapidly changing fluidity of the contemporary moment and the relative stasis of institutionalized disciplines which have an investment in maintaining their identity in the face of such change. Implicit in the project then, is not simply the development of a context for deep interdisciplinary invention, but the formation of practitioners who are neither artists nor engineers, or who are equal parts both. In either case, this formation confounds the disciplines and creates a vacuum of institutional context, which has resounding implications for the survival and flourishing of such initiatives and their practitioners.

Key Words: computer art • critical technical practice • digital cultural practices • interdisciplinarity • media-arts • pedagogy • techno-culture

Convergence: The International Journal of Research into New Media Technologies, Vol. 15, No. 1, 31-54 (2009)
DOI: 10.1177/1354856508097017


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