symposium d: 'lost luggage' by osbert parker, gavin fernandes and peter thomas
TRANSCRIPT
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AIMSMETHODSFINDINGSCONCLUSIONS
OUTCOMES
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different discipline backgrounds
different stages of learning
(Bahktin, 1981)AIMS convivial learning
(Armstrong, 2004)
taking risks & being fearless
(Carabine, 2013)respond to random artefacts
dialogues
collective creative enquiry
build confidence
material-based learning
intelligent speculationopen forums for
active play
(Bateson & Martin, 2013)
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DISPLAYFEEDBACKANALYSE
MONITORGroups’ progress (lecturers)
DOCUMENTDocumentary film
(TVP students)
50 responded to the questionnaire
70 completed the project
QualitativeQuantitative
METHODSINVITEGROUPINSPECTRESPOND
122 students registered & turned up on day 1
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OUTCOMESExample 1
Students from:
AnimationInteriors
FilmFashion Communication & Styling
Theatre Arts
Yr 2, 3 & MA
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OUTCOMESExample 2
Students from:
AnimationPhotography
Fashion Communication Styling
Yr 2 & 3
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OUTCOMESExample 3
Students from:
AnimationPhotography
IllustrationInteriors
Yr 2 & 3
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FINDINGSINTERDISCIPLINARITY“I have learnt new ways of
thinking and have experienced
the talent of students from
other disciplines.
The whole process for our
group was truly collaborative
from beginning to end - with
people pitching ideas,
challenging concepts and
physically getting involved in
every aspect of our project.”
(student 95)
“You tend to limit yourself to
do what you know when you
work alone…Working with
people from other areas helps
you break the limits” (student
40)
“on this project it was more
about experiment, try new
things, animators doing
illustration and illustrators
trying photography. It was
more about group work, and
less individualism”
(student 10)
“Overall it was a good learning
experience for me because it
put me into a position in
which I wasn’t totally
comfortable” (student 70)
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FINDINGSPRACTICALITIES“I have learned many new techniques from the Architecture students mostly as we worked very closely together, such as building techniques, and a few animation tricks.” (student 51)
“it’s influenced me by knowing that i can create larger projects than i ever expected to do.” (Student 129)
“Most of the materials were pretty unusual to everyone on the team which really unified us at the end and helped us to bond better.” (student 91)“It opened me up to
using other resources that I would have been unable to access easily or had no idea existed.” (Student 107)
“Having access to many studios, we were able to solve problems way faster.” (Student 88)
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FINDINGSAPPLICATION“a lot of people from my group dropped out which decreased the amount of work we could produce and made the whole project much more intense for the remaining members of the group.” (Student 86)
“I was impressed how most students stuck to their commitments and followed up on allocated tasks.” (Student 57)
Groups spent longer making than discussing the luggage or planning the work.
Self-organisation - rated highGroup organisation - lower
17-19% longer
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FINDINGSEXPECTATIONS“It made me feel like I was in a University and not just a Photography Course.” (student 36)
“I felt like I was creating something not for the sake of grades, but for the experience.” (student 36)
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FINDINGSADVICE TO STUDENTS“Ensure you know what it is you hope to take from the project in your own development - compromise is necessary artistically but should never diminish your opportunity to explore.” (student 33)
“the whole point is ‘remember to consider who is around you’….Disappearing half way puts your group mates in trouble and deprives them of the chance of sharing ideas and concepts to improve the experience.” (student 69)
“Be brave, but also realistic. It is better to make something simple and amazing than having a great idea, which will later cause many problems.” (student 88)
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FINDINGSIMPROVEMENTSMore space(s)
More time
Grade everybody or nobody
Smaller groups
More participants
More staff
Better communication
More rules(!) Full commitment
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CONCLUSIONSBeyond limits
Autonomy
Learning from others
Inspiration
Bigger picture Comfort zone
Strategic Motivation
Teachers ←→ Students (Freire, 1996)
Mystery
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ACKNOWLEDGEMENTSPaul Haywood (Art & Design)Jacqui Boddington (CAPE) John Parkinson (CAPE)Howard Taylor (Art & Design)Rob Crowe (Art & Design)Peter Williams (Art & Design)Vanessa Pillay (Art & Design)Peter Beverstock & TVP students editing teamLearning Enhancement Team & LSS
Participating lecturers & technical support staff from Art & Design and Media & Performing ArtsBeatriz Herraiz Zornoza (Visiting lecturer from Spain)
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Armstrong, P. (2004) Regenerating conviviality in adult learning: towards a research agenda. Proceedings of the SCUTREA 34th Annual Conference, University of Sheffield, 6th-8th July. Available at http://www.leeds.ac.uk/educol/documents/00003580.htm [accessed 14/4/16]
Bahktin, M. M. (1981) The Dialogic Imagination. Austin: University of Texas Press.
Bateson, P. & P. Martin (2013) Play, Playfulness, Creativity and Innovation. Cambridge: Cambridge University Press.
Carabine, J. (2013) Creativity, Art and Learning: A Psycho-Social Explorationof Uncertainty. International Journal of Art and Design Education. 32.1: 33-43.
Freire, P. (1996) Pedagogy of the Oppressed. London: Penguin.
Lave, J. & E. Wenger (1998) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lind, M. (2007) The Collaborative Turn in J. Billing, M. Lind and L. Nilsson (Eds.)Taking The Matter Into Common Hands: On Contemporary Art and Collaborative Practices. London: Black Dog Publishing, 15-31.
Lindauer, M. S. (1998) Interdisciplinarity, the Psychology of Art, and Creativity: An Introduction. Creativity Research Journal. 11, 1. pp. 1-10.
Mason, R. (2008) Problems of Interdisciplinarity: Evidence Based and/or Artist Led Research? ‐ ‐ International Journal of Art & Design Education. 27, 3. pp. 279-292.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
REFERENCES
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