| Summary: | National audience The landscape in its geographical and artistic translationThe TAKUJUQ ("He/She sees") project uses the geographical sciences (physical and human) and the visual arts to strengthen the reciprocal transmission of knowledge between researchers and Inuit (Nunavimmiut) communities, on the territory where research activities are carried out in Nunavik (in particular in Umiujaq, Kanigsujuaq, Kujjuaq and Kangiqsualujjuaq) The main objectives are (i) to study the relevance of visual arts as visual expressions, to translate the socio-environmental changes and (ii) to access new forms of expression of the relationship that the Inuit have with the Arctic environment through artistic productions; the environment is currently undergoing profound upheavals linked to climate change but also to the dynamics of growing urbanisation. The chosen tyopic is the evolution of biophysical landscapes and their perception by the inhabitants. Several stages in the project development are envisaged: (i) through a partnership with the School of Beaux-Arts of Nantes, a connexion has been initiated within the Master2 "Construire les mondes" (Building the worlds) to transcribe the research results of the NUNA and KINNGAQ projects, in parallel with the Faculty of Arts of UQAM (Master in Environmental Design) and the Research Chair in the development of innovative practices in cultural art and well-being; (ii) this connexion is also made with the plastic arts classes of the Saint Stanislas high school in Nantes, coupled with a class from the CEGEP du Vieux Montréal in visual arts; (iii) a partnership with schools in Nunavik will make it possible to compare and combine landscape representations, the children's ideas being supervised by Inuit artists, in parallel with those of the children from the Notre-Dame-de-Lourdes high school in Longueuil. Le paysage dans sa traduction géographique et artistiqueLe projet TAKUJUQ (« Il/Elle voit ») fait appel aux sciences géographiques (physique et humaine) et aux arts visuels dans le but ...
|
|---|