My Learning Process
On this page I intend to describe the path that I will follow in my learning process during this unit.
As stated by my Tutors, the content (the path) of the learning process is defined according to the context in which it takes place, for a unit at level 3.
The main content is a self-directed project, within which, once the main theme has been agreed with my Tutors, I will define learning outcomes in line with the theme of the project, and I will complete the research and collection of material in various forms (mainly readings, works by artists and some videos)
Then I will use the knowledge gained to "inform" my practice.
During the ten projects of this unit, I will have to gradually complete these steps and create an effective link between the learning outcomes and the practical result of the project I have chosen, so that it is evident that this result has been achieved consciously and with knowledge.
I wrote a post on the main theme of linking learning outcomes with practice.
Decomposing Psychogeography
Psychogeography is very rich and articulated over a long period (from the eighteenth century to the present day) topic, each with its own cultural background and artistic/political/social currents.
It has not always been adopted consciously and many have appropriated it to give different interpretations.
The roots of psychogeography can be those artistic and thought currents that are placed outside the generally adopted schemes (Surrealism, Dadaism, Situationism, Political Radicalism).
Psychogeography itself can be considered the root of themes such as flaneurism, genius loci, ley lines, and the drift with its theory.
Given this complexity, I thought of structuring the theme of psychogeography in a map, allowing me to select sub-themes, resources and outcomes on which I intend to focus.
At the current stage of my main project (from project three to project four) I have decided to select a set of sub-themes to be explored and used to "inform" my practice:
- Ley-Lines & Genius Loci;
- Flaneurism;
- Wandering & Drifting Theory.
I, therefore, decided to exclude from my learning process the deepening of the political-cultural movements that have been the background to the theme of psychogeography, such as surrealism and situations.
Next step: select and map the study material I have collected on these topics.