Transdisciplinary curriculum Bachelors - Masters : Différence entre versions
De erg
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| − | erg's teaching is differentiated by a transdisciplinary approach in which students, teachers and the administrative team work together to make school. Also, the various pedagogical spaces of the school | + | erg's teaching is differentiated by a transdisciplinary approach in which students, teachers and the administrative team work together to make school. Also, the various pedagogical spaces of the school combine artistic, collective and theoretical practices and set in motion new plastic forms, new knowledge, new ways of being together, |
Students also have the opportunity to confront themselves, outside of their main orientation, with other practices in the context of internal internships, workshops and seminars offered by outside guests or in the various experimental spaces provided by the school. (video editing room, super 8 lab, sound room, print-lab, etc.). | Students also have the opportunity to confront themselves, outside of their main orientation, with other practices in the context of internal internships, workshops and seminars offered by outside guests or in the various experimental spaces provided by the school. (video editing room, super 8 lab, sound room, print-lab, etc.). | ||
Version du 31 mars 2023 à 14:20
erg's teaching is differentiated by a transdisciplinary approach in which students, teachers and the administrative team work together to make school. Also, the various pedagogical spaces of the school combine artistic, collective and theoretical practices and set in motion new plastic forms, new knowledge, new ways of being together,
Students also have the opportunity to confront themselves, outside of their main orientation, with other practices in the context of internal internships, workshops and seminars offered by outside guests or in the various experimental spaces provided by the school. (video editing room, super 8 lab, sound room, print-lab, etc.).
Sommaire
orientations Bachelors & Masters
The student chooses an orientation from among the 13 proposed, each associated with a cluster and a Multidisciplinary workshop. The chosen orientation defines the title of the academic degree sanctioning the successful completion of the cycle.
Animated Film Digital arts / Coding] Digital Design Drawing Graphic Design Illustration - Comics Installation - Performance Painting Photography Sculpture Typography Videography
Clusters and Multidisciplary workshops
The cluster is a meeting point, a point of convergence between several orientations. It is a place of synergy and transversality of knowledge and practices. There are 3 clusters: Art, Media and Narration.
The Art cluster
The Media cluster
The Narration cluster
Internal Internship
From the second year of Bachelors, students must choose an Internal Internship - To be chosen from all the orientations (different from the first choice), or between Serigraphy, Woodcut, Linocut and Lithograhy and Model drawing classes-
Multidisciplinary Workshops
Multidisciplinary Workshops - BA
Multidisciplinary Workshops - MA
Theory and practice
Theoretical courses are an essential component of the curriculum, and are fully complementary to the artistic workshops. They allow a further exploration of methodologies, of personal or collective propositions, as well as spaces of mediation and forms, apprehended in their historical and critical perspectives.
Technical courses
The spaces for production and action are diversifying. The first years are the time for maximum experimentation with these spaces. Experimenting with what a workshop is: a computer, a table, a stage, a kitchen. Not only are the classes multidisciplinary workshops, but the school itself can also become so: auditoriums, specific classrooms, cafeterias, exhibition spaces. The plastic realisation of ideas, projects, commissions, acts of communication is a process that happens, that operates in its very realisation. It is necessary to go through this process: to imagine, to do, to see, to say. It is necessary to accompany the students' risk of exploring the areas outside of all kinds of manuals. In order to be able to ask the question of the conditions of production, it is a question of opening up and understanding the tools they have in their hands: software, pigments, typography, films, voices, etc. Is the form determined by history, by computer companies, by technical limits, by economic means, by the workplace?