Welcome! My name is Mara Matagne. I am a 4th year undergraduate student in 3D Design, Modelmaking and Digital Art at IADT Dun Laoghaire Ireland. Having worked on both physcial and digital projects, I am equipped with a set of artistic techniques that enable me to design and create physical and digital representations of ideas and concepts in a variety of contexts such as film and props, puppetry, street theatre, character design, stop motion animation, miniatures, gaming, and architecture.
This project represents the mental battle any person identifying as a woman has with her/their self when faced with their physical insecurities.
The dancer will enter her mental void and dance, as well as interact with an articulated figurative prop of herself.
Fungus-inspired action props are growing off of the figurative effigy in areas that may harbour insecurities. Fungi’s beauty, yet parasitic relationships with their hosts represent the toxic standards we are confronted with.
The intimate, interactive dance she displays with her self-conscious depicts these mental battles as constant impediments on our everyday lives. The manipulated fungi represents our personal wins and losses as these insecurities grow and dissipate within us.
This thesis puts forth a critique of sexual education and its lack of discussion around female pleasure and desire. It is important to note that the choice of focussing on female pleasure does not dismiss or denigrate the possible social pressures around male pleasure. This thesis’s goal is not to blame any particular sexual identity, but rather offer a critique on general sexual education young people receive in a school setting. Throughout the writing, the words ‘female pleasure’ and ‘young women’ will be used, but it is important to remember that this includes all people identifying as a woman, as well as those that do not identify to any terminology.
Using academic writings from scholars in the fields of psychology, sociology, criminology, and sexual health, the following chapters critique multiple areas in sexual education in which female pleasure is either disregarded or poorly discussed. The socially created taboo of female desire has brought this thesis to question the ethics of sexual education programs, as thoroughly researched mental and physical health benefits for young people are dismissed. In support of this claim, scientific data collected by academics substantiate the various consequences of inadequate sexual education stemming from lack of discussion around female pleasure.
In contrast, this thesis puts forth the possibilities and benefits of a positive feminine pleasure discourse in sexual education. The studies included provide diversified forms of teachings promoting inclusion and open discussion around sexuality, free of shame and guilt. Proposed alternative tools and works of art in film, literature, fine art, and other media platforms deliver information, as well as representations of beauty and diversity of the female form. This thesis supports numerous scholars’ claim of the importance of physical, mental, social, and gendered benefits emerging from these forms of learning.