Abstract

This thesis takes a close look at art practices investigating the physical, experiential and social dimension of place, and at how these art forms could be better integrated in the CEGEP Visual Arts program in Quebec. It consists of a research-creation project involving a heuristic study, which resulted in the design of a place-specific course outline for this teaching-level. The following research question guided my investigation “how can an enhanced understanding and explication of my endeavor in creating a place-specific body of work contribute to the design of a place-oriented art course outline for young adult learners?” I first assessed different kinds of artistic approaches by conceiving four projects inspired by my explorations of Park Jarry in Montreal, which culminated in a more ambitious body of work. The analysis of the documentation gathered during this process established a correlation between the art-making session, an enhanced connection to the place, as well as an improved pedagogical understanding of this art form. This manifested itself in the adaptation of the artworks into four assignments. The first project aims for students to become more familiar with the given area through an exploration, documentation and research exercise. It is followed by an activity based on the movement of process art. The third activity proposes to explore the techniques of pinhole cameras and cyanotype. Finally, the final project encourages students to investigate more in depth an element of the place. The thesis text includes photographic documentation of the artworks and a full-fleshed syllabus.