The PIMDI field 

Here in the the PIMDI field is our toolbox where Reading, Exercises and Reflective Documentation is located.

Reading offers articles and readings that have informed our intensive weeks and development of the project. It is also where future published articles on the project will be available.

Exercises are a collection of educational ideas and suggestions for anyone to use. These have been developed and collected during the five intensive weeks and come from the participating students and teachers. There are also excercises that teachers in the PIMDI project have shared from their own teaching that relate to PIMDI.

Reflective Documentation is where the idea of reflective documentation is introduced and Embodied and multimodal reflection methodsand where our PIMDI film is presented.

PIMDI field is for anyone to explore and can be thought of as a playground or playfield and a starting point to further develop ideas an practices for an imaginative dialogue.

To give an example, this is how one exercises developed:

Teachers at the Iceland University of the Arts along with their master
students developed a short task to do outdoors. The exercise was one of
six that were introduced to the participating group during the last intensive week in Iceland.
The aim of the exercise was to explore differences through our experiences
and perception of the surroundings.
The general description was as follows: 

Two persons walk together in a line without speaking. When the person in
front stops and sits down, the second person sits next to the first one. After
sitting together some time and looking, draw what you find remarkable in your
view. Only after finishing, look at your drawings together. 

From this exercise, the master students developed another exercise based on
this to work with upper secondary pupils in which they drew the landscape that
captured their interest. First they used three primary colors and then they
made another drawing only with materials and colors found around them from mud,
plants, etc. They rubbed these materials over the paper resulting in a new
mixture of colors. In the first exercise the surrounding landscape played a big
role, in the second exercise the rubbing itself played a bigger role. The
representation of the landscape became of less important and moved closer to
the place where the drawing took place. The master students reflected on the
potential of the exercise and the different approaches based on the materials: 

“The drawings made with natural materials like mud and grass created more
freedom for the participants to play with color and rubbing and be less
concerned with representation. In this regard this exercise was liberating. The
challenge was to work with what was available. The paper was fabricated though,
and I think this exercise may become more interesting when this paper is no
longer provided. Then the participant must find both the materials to work with
and the surface on which to work. This does create a lot more difficulty, but I
think the assignment becomes more solid and strong.“