The Time of the Clock and the Time of Encounter: Pathfinders for Connection

这个项目研究了时钟的时间和经验的生活时间之间的差异。我们生活在一个由时钟的时间主导的世界里，然而生活的许多方面都有不同的时间性和时间性。特别是社区的时间，往往比标准化的时钟时间更复杂和更有区别。来自一系列艺术和人文学科的研究人员和社区组织的实践者的共同调查将探索社区如何获得与时间更开放和多样化的关系;他们将从理论的角度以及从实践和干预的角度来处理这个问题。因此，该项目将为发展一种具体的时间多样性伦理和文化做出重大贡献。该项目是研究人员和社区组织之间的共同调查，因此其影响是双向的：我们的目标是制定干预措施，使社区能够反思关于时间的共同假设，但也认识到，像任何其他社区一样，研究和知识生产界本身受到某些关于时间的假设的驱动，这些假设需要加以检验，因此本项目还将探讨研究界可以从与其他界的接触中学到什么。除了理论研究之外，该项目还包括三个“探路者”，用于社区参与时间问题：1。这一股考虑的时间多样性的干预的背景。替代时钟是什么样子的，比如末日时钟、长久时钟和100个月时钟，它们如何影响社区，它们有哪些方法、理由和更广泛的影响？我们能从艺术家、艺术组织和其他人以前的社区干预中学到什么？该股将考虑旧的和最近的干预。2.时间的多样性问题也将在一个关于“分数”的社区项目中进行探讨。乐谱是测量时间（有规律的节拍）和生活时间（个人作品的独特模式）之间的融合，通过符号/绘画中的网格/框架作为结构原理和描绘运动的线条来视觉表达。实验性的乐谱（在音乐和视觉艺术中）是约束中的自由的体现，提供了与纯粹机械的时间不同的可变关系的可能性。3.在一项精神分析研究中，将在一所特殊需要学校的背景下研究儿童与时间的经历，以及如何处理时间的方式。时间性问题对于建设可持续社区的重要性，人们可以从很小的时候就有宾至如归的感觉，这将是重点。研究和分析结果将连接到艺术实践干预替代时钟-时钟测量不同的时间从正常的时钟时间-这将是与学校合作设计，并将在学校举行（包括为学校社区举办的讲习班）。在整个项目中，这三个方面将相互投入，将通过定期讲习班相互学习和反思，并将促进和利用理论研究活动（共同调查）的结果。该项目将包括研究活动、展览和干预、在线论坛和博客、讲习班和会议。

This project investigates the difference between the time of the clock and the lived time of experience. We live in a world dominated by the time of the clock, yet many aspects of life have a different rhtyhm and temporality. The time of community, especially, is very often more complex and differentiated that standardised clock time. A co-inquiry of researchers from a range of disciplines in the arts and humanities and practioners in community organisations will explore ways by which communities can acquire a more open and diversified relation to time; they will approach this question both from a theoretical point of view as well as from a practice- and intervention-based point of view. As such the project will make a significant contribution to developing a concrete ethics and culture of temporal diversity.The project is a co-inquiry between researchers and community organisations and the impact runs therefore in both ways: we aim to develop interventions that will enable communities to reflect on common assumptions about time, but also recognise that like any other community, the research and knowledge production community itself is driven by certain assumptions about time which are in need of examination, and so this project will also explore what the research community can learn from its engagement with other communities. In addition to the theoretical research, the project contains three 'pathfinders' for community engagement on the issue of time:1. This strand considers contextualisation of interventions on temporal diversity. What have alternative clocks looked like, such as the Doomsday Clock, the Clock of the Long Now and the 100 Months Clock, how have they affected communities, which methods, justifications and broader impacts do they have? What can we learn from previous community interventions by artists, art organisations but also others? The strand will consider both older and recent interventions.2. The question of the diversity of time will also be explored in a community project about 'the score'. The score is a convergence between measured time (regular beat) and lived time (unique patterns of individual composition), expressed visually through the grid/frame in notation/drawing as the structural principle and the line as depicting movement. The experimental score (in music and the visual arts) is an embodiment of freedom within constraint, offering the potential for a different, variable relationship with time from the purely mechanical. 3. In a psychoanalytical study the experiences of children with time, and how ways of dealing with time can include and exclude, will be examined in the context of a Special Needs School. The importance of issues of temporality for the building of sustainable communities in which people can feel at home from an early age will be the focus here. The research and analytical findings will be connected to an artistic practice intervention on alternative clocks - clocks that measure different temporalities from normal clock time - which will be designed in collaboration with the school and will take place at the school (including a workshop for the school community).Throughout the project the three strands will give input to each other, will learn from and reflect on each other's practice through regular workshops and will contribute to, and use the findings of, the theoretical research activity (co-inquiry).The project will consist of research activity, exhibitions and interventions, an on-line forum and blog, workshops and a conference.