Aurélien is a practicing artist, who has recently relocated from Dublin to Edinburgh to join ECA. His work comprises of film and photography, and he has exhibited in galleries around the world; Canada, Germany and Poland to name but a few. He is excited by the prospect of being a part of ECA’s academic vision and enriching what the university has to offer with his passion for his practice and teaching.
“I would like to provide a framework to learn, think and create around a strong moving image culture,” said Aurélien, “I hope the students will get a taste for what art can do: its power, the emotions it can bring and the unique way of thinking it develops.”
As well as appreciating Edinburgh for its creative landscape and scenic beauty; Aurélien is looking forward to being immersed in the capital’s thriving art school.
“As an artist, being part of ECA is a powerful environment to nurture one’s own practice,” he said, “working with other academics and a new generation of practitioners, where art is emerging, where discourse is tested, and imagination triggered is an exciting place to be!”
Lyndsay is equally enthused by the prospect of working amongst leading artists and emerging talents at ECA, and of the benefits that teaching or studying at Edinburgh College of Art can have for an artist.
“ECA is connected locally, nationally and internationally through myriad forms of creative output, which opens up opportunities for collaboration and cooperation across disciplines, processes, and approaches,” said Lyndsay, “I find such opportunities rewarding in my own practice, and I am excited about the possibilities for sharing and developing these with students.”
As a multidisciplinary artist; Lyndsay will be able to impart her knowledge of moving images, drawing, sculpture, writing, performance, reading, and installation, as well as creating forums, screenings and symposia. From September, Lyndsay aims to build strong relationships with her students by doing more than just teaching them, but also learning from them and their methods.
“I look forward to continuing to learn from students and to share my own approaches and experiences too,” she said, “I encourage students to articulate their research practices in new ways and think of research in as broad terms as possible.”
Jonathan supports this sentiment and quotes American conceptual artist Joseph Kosuth, who said “If a teacher is any good, he or she learns as much as the students.” Jonathan adds: “In my experience this is true. Art making and teaching are fundamentally social activities.”
As well as creating a mutual learning environment, he also strives to provide a space where students feel free to experiment and make mistakes. He believes that it is vital that artists then critically reflect on such mistakes in order to grow as artists and their understanding of their practice.
“They need to work hard because learning is experiential, sometimes producing things that fail, then trying to understand and articulate why they failed,” he said, “It’s not my job to tell students how their work should be done, but to facilitate a supportive, critical conversation and participate with them in asking the questions.”
By encouraging students to question their process and methods of materialising their art, Jonathan hopes they will be challenged by him. In turn, he believes this will involve the students in the wider conversation within art, where they will be able “to find the new contributions they might be able to bring to that conversation.”
Aurélien, Lyndsay and Jonathan take up their posts from September 2019.