Abstract
Since artistic research is a matter of arts-based practice, the question of mediating and teaching artistic research necessitates an investigation of those institutions that dedicate themselves to arts education. Usually, when these institutions are mentioned, it is always in conjunction with the term “art school” (German Schule). Moreover, it seems noteworthy that units in such forms of organizations are termed “classes” (Klasse), and that the term “master” (Meister) remains alive and well. The following questions, therefore, may be permitted: What lies behind these terms? What can be deduced from them? A more critical question would furthermore inquire as to whether today’s expert-fueled contexts even allow for such paternalistic (in the case of school), elitist (in the case of class), and hierarchical (in the case of master) terminology, and whether that leads to rejecting artistic research altogether. I will, therefore, try to examine and dissect these terms with the hope of generating a reflective sensitization. This should be understood, in respect to each concrete term and its aura, as an alternative suggestion. Thereby, what constitutes an institution of artistic research and education will be placed into a new perspective.
