Six Subtitles / Sixteen Weeks

2017

 

In 1998, the philosophers Andy Clark and David Chalmers wrote the famous paper The Extended Mind in which they explain, and demonstrate, how our interaction with objects, persons and the environment, is essential to shape and build our cognitive capacities as well as our thinking. That is the reason why we use certain tools (e.g. pencils, hammers, keyboards or notebooks) as an extension of our body and mind. Going further, and that’s the way I see the development of this same theory, one could even think that those links between the brain (interior) and the materiality of the world (exterior), become like invisible energies that impact our behaviours and destiny. A possible proof of this is, for example, how the changes introduced by Rousseau in the French education around 1762[1] where one of the reasons that triggered avant-garde movements; Also how the Russian Constructivist logics were essential for their revolution or the way Montessori system allowed a new understanding of learning, just to name a few cases of study that connect with my ideas. This can also be found in mathematical logic in the form of thought experiments (e.g. Schrödinger's Cat or Maxwell's Demon).

In that sense, this project is a cycle (sixteen weeks) of very basic self-exercises in the studio, devoted to give form to the understanding of those ideas and discover the boundaries of my mental processes as a student. The experiment took the form of a sign (acrylic on panel), a constellation of dry acrylic leftovers in a corner, two ball chains to turn on the tube lamps, a painted spectrum of natural light, a quilt –that is also a rug, a ruana and a tablecloth–; The carving and re-painting of a used table, grids and prints, a colored power socket, a small abstract painting, the simulation of every tile of a floor and, a central learning device (related to painting in the expanded field): a system of plywood surfaces subtly painted with geometric patterns or figures along with objects to locate on top. Each work or exercise deals with topics such as language, spaces, functionality, time and abstraction. 

In parallel, I convinced myself of a statement (about not being radical but instead kind) and I designed a short book with images and reflections made during this period and which gave the name to the project: Six Subtitles/Sixteen weeks.

As every cycle, the point of departure turned to be the same point of arrival, light, which I relate to ideas, stars, perception, images and brightness.

In 1998, the philosophers Andy Clark and David Chalmers wrote the famous paper The Extended Mind in which they explain, and demonstrate, how our interaction with objects, persons and the environment, is essential to shape and build our cognitive capacities as well as our thinking. That is the reason why we use certain tools (e.g. pencils, hammers, keyboards or notebooks) as an extension of our body and mind. Going further, and that’s the way I see the development of this same theory, one could even think that those links between the brain (interior) and the materiality of the world (exterior), become like invisible energies that impact our behaviours and destiny. A possible proof of this is, for example, how the changes introduced by Rousseau in the French education around 1762[1] where one of the reasons that triggered avant-garde movements; Also how the Russian Constructivist logics were essential for their revolution or the way Montessori system allowed a new understanding of learning, just to name a few cases of study that connect with my ideas. This can also be found in mathematical logic in the form of thought experiments (e.g. Schrödinger's Cat or Maxwell's Demon).

In that sense, this project is a cycle (sixteen weeks) of very basic self-exercises in the studio, devoted to give form to the understanding of those ideas and discover the boundaries of my mental processes as a student. The experiment took the form of a sign (acrylic on panel), a constellation of dry acrylic leftovers in a corner, two ball chains to turn on the tube lamps, a painted spectrum of natural light, a quilt –that is also a rug, a ruana and a tablecloth–; The carving and re-painting of a used table, grids and prints, a colored power socket, a small abstract painting, the simulation of every tile of a floor and, a central learning device (related to painting in the expanded field): a system of plywood surfaces subtly painted with geometric patterns or figures along with objects to locate on top. Each work or exercise deals with topics such as language, spaces, functionality, time and abstraction. 

In parallel, I convinced myself of a statement (about not being radical but instead kind) and I designed a short book with images and reflections made during this period and which gave the name to the project: Six Subtitles/Sixteen weeks.

As every cycle, the point of departure turned to be the same point of arrival, light, which I relate to ideas, stars, perception, images and brightness.

In 1998, the philosophers Andy Clark and David Chalmers wrote the famous paper The Extended Mind in which they explain, and demonstrate, how our interaction with objects, persons and the environment, is essential to shape and build our cognitive capacities as well as our thinking. That is the reason why we use certain tools (e.g. pencils, hammers, keyboards or notebooks) as an extension of our body and mind. Going further, and that’s the way I see the development of this same theory, one could even think that those links between the brain (interior) and the materiality of the world (exterior), become like invisible energies that impact our behaviours and destiny. A possible proof of this is, for example, how the changes introduced by Rousseau in the French education around 1762[1] where one of the reasons that triggered avant-garde movements; Also how the Russian Constructivist logics were essential for their revolution or the way Montessori system allowed a new understanding of learning, just to name a few cases of study that connect with my ideas. This can also be found in mathematical logic in the form of thought experiments (e.g. Schrödinger's Cat or Maxwell's Demon).

In that sense, this project is a cycle (sixteen weeks) of very basic self-exercises in the studio, devoted to give form to the understanding of those ideas and discover the boundaries of my mental processes as a student. The experiment took the form of a sign (acrylic on panel), a constellation of dry acrylic leftovers in a corner, two ball chains to turn on the tube lamps, a painted spectrum of natural light, a quilt –that is also a rug, a ruana and a tablecloth–; The carving and re-painting of a used table, grids and prints, a colored power socket, a small abstract painting, the simulation of every tile of a floor and, a central learning device (related to painting in the expanded field): a system of plywood surfaces subtly painted with geometric patterns or figures along with objects to locate on top. Each work or exercise deals with topics such as language, spaces, functionality, time and abstraction.

In parallel, I convinced myself of a statement (about not being radical but instead kind) and I designed a short book with images and reflections made during this period and which gave the name to the project: Six Subtitles/Sixteen weeks.

As every cycle, the point of departure turned to be the same point of arrival, light, which I relate to ideas, stars, perception, images and brightness.

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[1] Related to the research La infancia de las vanguardias: sus profesores desde Rousseau a la Bauhaus. Juan Bordes , 2007
 

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