The research-project “D.A.S. Dementia. Arts. Society. Artistic Research on Patterns of Perception and Action in the Context of an Aging Society,” funded by the National Research Funds FWF (PEEK) of Austria is based at the University of Applied Arts Vienna. It aims to apply artistic interventions to diverse target groups in order to evoke empathy towards the sensitivities of people with dementia. Young people (10-11 years old), were encouraged to participate in audio-and performance-based artistic interventions during their art lessons in school. The objective was to analyze the potential children have to empathize with people with dementia. How - verbally and via drawings - do they describe an experience that simulates the sensual perceptions of people with dementia? Analysis of their verbal and artistic descriptions of the experience provides insights into the word choices and artistic methods of young people. Interpretations of drawings have been made in different manners over time: they borrow strategies from social sciences, psychology, psychoanalysis, Gestalt psychology, the psychology of perception, art history, linguistics, art therapy, art education, and so on. The author used image-hermeneutical approaches. Especially interesting was the presentation of confusion and disorientation by youth within a short time frame.
There is still little clarity on what exactly constitutes artistic research, how it is distinct from professional art practice in general, what parameters and indicators might guide a quality assessment of its output, and what kind of teaching skills it should include. The objective of this paper is to respond to an evaluation of the symposium Teaching Artistic Research that was held at the University of Applied Arts Vienna in 2018. It reflects distinctions that result from teaching or being taught artistic research. To explore these distinctions, three teachers and three students from the Artistic Research PhD Program (PhD in Art) at the University of Applied Arts Vienna were asked about their perceptions of teaching. Desktop research on the topic was also conducted. Conflicts arose over the understanding of teaching art in general, alongside the “new” subject of artistic research. These discussions are further reflected within academia and its concerns regarding the profession of teaching itself.