work-in-progress is the third installment of projects at ima and represents the culmination of committee work and collaborative projects from ima’s volume iii programming. this journey commenced with the formation of the committee for curricular thinking in february 2023. the committee’s guiding document served as the compass for the collaborative efforts that led to the creation of this exhibition. it embodies an ongoing exploration of fine art education and its evolution. this exhibition reflects the fruitful outcome of thought-provoking discussions and collaborative endeavors with invited artists and educators. at its core, work-in-progress delves into innovative ways to re-imagine fine art curricula, emphasizing non-hierarchical, anti-racist and decolonized principles as inherent values rather than engines of marketing optics.

the exhibition provides a unique opportunity to engage with a diverse array of artistic perspectives and methodologies. work-in-progress extends an invitation to participate in the dialogue concerning the future of fine art education and offers an opportunity to explore the dynamic intersection of art, education and activism in our current cultural, political and existential moment.

foundation of collaboration

the exhibition work-in-progress is firmly rooted in the foundational curricular statement that was crafted by the committee for curricular thinking in may 2023. similar to the artworks showcased in the exhibit, this statement epitomizes the essence of collaboration. it acknowledges that ideas, much like ourselves and the educational process, are dynamic entities that ebb and flow. it stands as a testament to the belief that creativity and learning are ongoing, unrefined and ever-evolving.

this statement serves as a guiding philosophy, advocating that artists and activists are not just contributors but also educators. it calls for the dismantling of traditional hierarchies, emphasizing that institutions are not proprietors of knowledge; they serve as facilitators for its dissemination. the statement underscores that education and the rights of educators should not be commoditized and knowledge should not be hoarded. instead, it should be recognized as a fundamental human right and lifelong learning should be celebrated accordingly.

the document also places significant importance on embracing failure as an integral and fruitful aspect of the learning process. it encourages individuals to find solace in not knowing, to approach knowledge from diverse perspectives and to share their knowledge while maintaining a spirit of curiosity. the concept of interchange replaces conventional notions of experts and novices with the idea of learners who bring a rich tapestry of skills to the table.

meet the collaborators

anastacia-reneé + keisha-gaye anderson
these interdisciplinary artists challenge conventional manifestos through poetry, sound, and abstract art, aiming to inspire unconventional thinking.

isabelle cordero + yaqi
explore horizontal skill exchanges to dismantle subconscious hierarchies in education to bring a thought-provoking performance that disrupts the norm.

natalia de campos + thiago szmrecsanyi
+ tracy collins
united artists & activists union | uaau
advocating for the rights of artists and activists as workers and educators.

kariann fuqua + allison grant
exploring the intersections of landscape, environmental catastrophe, and parenthood, these artists use various mediums to delve into complex ecological systems.

john ros + erin genia
collaborating on pedagogical innovations, they aim to materialize their research into tangible moments of realization and contemplation.

limited edition publications

in collaboration with artist, asuka oshawa, ima has produced a risograph poster and a bound artist book featuring the curricular committee’s guiding statement. these limited edition items will be available during all ima public events and online.