Similarly to previous years, the experience we have accumulated over the last school year encourages us to pose new questions and new lines of work with which we wish to engage in the school year now beginning. This project we are currently presenting started out from a situation in which a little girl wanted to use screws in a project she was working on but, because she was going very slow and the class was coming to an end, the teacher finished it for her. The end result was perfect but it prompted us to wonder about the real goals of the exercise. We also wished to engage with the way in which teenagers use the museum in their free time or what it means that a group of women meet every week to knit at the entrance without actually going to see any exhibitions. And, above all else, we based our approach on sharing the sense of lack of time with teachers and artists. There isn’t enough time for… We didn’t have enough time to… If we only had more… Teachers are putting up resistance to changes in legislation that reduce the amount of hours assigned for classes in art or music, while artists are struggling to get by between scholarships, projects and trips. They are all fighting against the logic of the ruling regime of productivity, but they are also caught up in its problematic. And, at the same time, children and teenagers are forced to submit to the demands for success in exams.
Given this limit situation we are excited at the prospect of imagining new lines of experimentation able to oppose resistance to the logics of time and to be able to ask: Is it possible to go slower? What forms of learning appear when we slow down processes? What things do we miss out on when we go fast? What happens during moments of distraction? How can we make the most of time in an art centre?
More than ever, this year we will be defending the museum as a place where we coexist with other people in processes that have nothing to do with consumption and productivity; as a space taken over by children and teenagers, by people working in the garden on the roof terrace and local women taking over the space of the entrance. These processes force us to rethink the limits both inside and outside the museum and the alternative reality that leads to these limits being breached. We continue working with the Rompe el Círculo Institute for Transition and its gardening workshops, and we will dedicate more time to groups of secondary school students in PMAR (programme for improving learning and performance) and UFIL (training and labour insertion unit) on the margins of education. This year we will also be opening a dialogue with the Móstoles Feminista collective and the local network of Children’s Residences in order to question the concept of the nuclear family. With all these groups we will foster other possible imaginaries in long-term collaborative processes.
We will continue lending priority to projects with artists and exhibitions that generate new spaces for creation and also education. Processes that work with the impossible, in which the longest route is the one that interests us and fosters the enjoyment of doing and making even if it doesn’t lead to anything. These processes will take place not only here in the museum but also out in the street and in schools, to continue allowing ourselves to be influenced by the journey and by the places we travel through. And these limits will be necessarily questioned by the ruptures and conflicts set out by queer pedagogies. For this reason, we will begin in Autumn with our Adult Education course based on the fiction of normality and deviations in desire, and with the Enterarte group of teachers debating the possibilities of these theories.
We will continue to explore projects from previous years and open up a field of experimentation that is not dictated by regimented times but rather by desire and the appetite to make. This project will involve many people and everybody is invited to take part not only in the specific activities but also in drawing up other proposals. We would finally add new goals: we will not allow ourselves to be carried along by the speed that rules everything today; to defend the poetics of the non-productive; to work with failure; to go slower in all processes; to stop and focus on details and create the ideal situation, although it takes a lot of work; to let time slip by. To start this process, the educational programme you are now reading includes an initial proposal for autonomous work in schools: four exercises to be used as starting points for the school year and for the experiences we hope to share with you.
CA2M Education team