Sunday, May 31, 2020

The Ten Minute Session: The Development

The Ten Minute Sessions can now be found on ACL Essex social media sites.

Having the sessions shared on this blog was a great opportunity to reach a wider audience. However, it did mean some tweaking in regards to content. In keeping with my role at ACL, as an Art Tutor all the activities are now creative and the activities are also accompanied by a written blog post explaining the benefits and skills gained by completing each session.

Below are some of the session (past and future) which will feature on the blog.


  • Intro to line drawing: Continuous Line
  • Paper folding, make a secret teller
  • Doodle these images
  • Draw this
  • Intro to line drawing: blind line drawing
  • Paper folding, make a concertina
  • Automatic writing
  • Draw straight lines
  • Instructional art
  • Memory drawing
  • Non dominant hand drawing
  • Drawing circles
  • Double writing
  • Emotional mark making
  • Object Tracing
  • Nature mandala art
  • Intro to line drawing: Contour drawing
  • Make a cube


Monday, May 18, 2020

Online Learning: The benefits!

Thinking about enrolling on an online course? Read on to find out about the drawbacks and benefits of online learning.

There are a few aspects of online learning which could be viewed as disadvantages, such as the courses not being a sociable as face-to-face ones (Casey et al, 2018. p.8) and a perception of less tutor contact (Reece and Walker, 2007, p.139-40). However, the negatives can be addressed and there are even some added benefits too!

Below are my top five points around why online learning can be a positive experience!

1.     Online learning does not have to be isolating, many online courses can offer functions that let you, as a learner to engage with other students as well as your tutors. Online learning environments, or video conference applications can offer opportunities for video calling, text chat and discussions (O’Neil, 2019, p.26).

While video calls need to take place ‘in real time’, you can also take advantage of sites that host discussion board which allow you to engage in conversation when it is most convenient for you. Interacting in these online forums might seem strange at first, however it is worth keeping in mind that everyone is feeling the same and once you get past the initial cheesy introduction post you will have broken the ice. Remember that collaboration is beneficial in the digital age (Sobko et al, 2019, p.36-55), just as it is within a traditional classroom!

Tutors can make these online discussions less daunting by setting up questions and topics for you to respond to (Darby, 2020).

 

2.     Tutor time can feel confusing when delivered online, at the start of a course identify when the tutor is available during the week, how you can access them and what their usual ‘office hours’ are. This will give you a good understanding on how to make the most out of your tutor.

If your course is delivered online but does not include ‘live’ elements, you may not have scheduled video calls or similar. However your tutor should still have set days and times that they are available for a chat and to provide feedback (Darby, 2020). 

Remember to make use of your peers and any online discussion boards! Using discussion boards allows you to consider and articulate your ideas and questions in a way that 'live' communication does not (Thormann and Zimmerman, 2012 p.49), this can be beneficial as it gives you the time and space to think about how you might contribute without any pressure.  


3.    Flexibility is probably one of the key positive features of online learning (Darby, 2020), you can fit your learning around your daily commitments and complete work at your own pace (Reece and Walker, 2007, p.139-40).

Ensure that you engage with activities and make a note of any deadlines so that you do not fall behind, but enjoy the freedom to complete work when best suits you (Spencer, 2020, p.4) - be it 6am or 11pm! This links to another great benefit of online learning, having the freedom to learn at your own pace (Spencer, 2020, p.4) and complete content and tasks as and when you are ready to. Allowing you to take responsibility for your own leaning (O’Neil, 2019, p.23).

Do not forget to contact your tutor for support if you are struggling with an element that is stopping you from progressing!


4.     You can make use and access resources put together by your tutors 24/7. This comes with the added benefit of allowing you to go back over content that you may have found tricky, allowing you to make the most of your tutors excellent subject knowledge (Reece and Walker, 2007, p.107) over and over again!

 

5.    Learn by doing! Many online learning courses will set work for you to complete independently (Coffey, 2009) and then ask you to come together or to send in the work for feedback (Thormann and Zimmerman, 2012 p.50). this way of learning allows you to acquire new knowledge by doing and problem solving and can help to increase your engagement and knowledge retention! 


If you are thinking of starting an online learning course keep these five points in mind – and happy learning!


References

Casey, M., Shaw, E., Whittingham, J. and Gallavan, P. (2018) Online Teaching: Tools and Techniques to Achieve Success with Learners. Rowman & Littlefield

Coffey, h. (2009) Digital game-based learning. Learn. NC.

Darby, F. (2020) How to Be a Better Online Teacher: Advice guide. [online] Available at: Https://www.chronicle.com/interactives/advice-online-teaching. [Accessed 17/05/20].

O’Neil, C. (2019) Developing online courses in Nursing education. Springer Publishing Company; 4th Revised edition edition.

Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A practical guide. Business Education Publishers Ltd; 6th Revised edition edition.

Sobko, S., Unadkat, D., Adams, J. and Hull, G. (2019) Learning through collaboration: A network approach to online pedagogy. E-Learning and Digital Media. Vol 17: 1.

Spencer, B. (2020) A handbook for online student learning in difficult times. Brighthorse Books.

Thormann, J. and Zimmerman, K. I. (2012) The complete step by step guide to designing and teaching online. Teachers College Press.

Sunday, May 17, 2020

The Ten Minute Session: The Initial Idea

I wanted to create The Ten Minute Session to get us all doing something creative, to bring a little joy and to spark some conversation in the mist of the Coronavirus lock down. Given that there is no time frame on this situation I have just tried to come up with as many different activities as possible, in the first instance I have around four weeks worth. Going forward I will continue to try and come up with new activities, however I am also open to revising some if an adequate amount of time had passed.


The Ten Minute Sessions consist of fun quick 10 minute activities - some arty ones, some mindful ones and are hosted across social media, with those joining in encouraged to shared their results. 

Search: #TheTenMinuteSession

I had tried to do these as ‘live activities’ around 6pm every day, from Monday 23rd March 2020. However, if participants could not in live, they are encouraged to add their contribution whenever they could!

I also wanted to develop this idea as the more I develop my art practice the more I see how important it is to me, for it be socially engaging. Activities like those feature in The Ten Minute Session allow me to explore this.

There are parallels with instructional art here, it is very much art-come-teaching, with tasks being set and participants completing them. This perhaps is not too unexpected, given that a lot of the activities I have included have been adapted from classroom delivery (albeit in most cases shortened considerably!).

The similarities do not stop there, as when planning these sessions I also used a basic session plan to keep the information consistent; topic title, instructions, resources needed* and developed accompanying handouts too.

*Given these activities are being designed to be completed in peoples homes I wanted to ensure that the  minimum amount of items where needed for each task; most only need pen and paper. Hopefully meaning that the activities are as accessible (and complete-able) as possible. 

The Ten Minute Session Topics

Week One

Intro to line drawing: Continuous Line

Yesterday
Scavenger hunt
Paper folding, make a secret teller
One challenge I have overcome today and how 
Doodle these images
Weekly Goal Setting

Week Two

Draw this
Intro to line drawing: blind line drawing
Word association
Paper folding, make a concertina
What is your daily routine
Automatic writing
Did you achieve your goal set 29th

Week Three

One thing you want to make time for this week
Draw straight lines
What have you done for yourself today, what can you do for yourself tomorrow
Portraits guess who
Share your self-care ideas
Drawing circles
Build the tallest tower 

Week Four

Non dominant hand drawing
One thing that is going well now, one thing to look forward to
Instructional art
Design a character
Share your self-care ideas
Double writing
Share a manta quote that keeps you going

However,  my initial plans changed around week one, as another blog asked me to provide them with ten minute activities. This opportunity would mean that more people would be able to access them.

More on that later!

Sunday, May 10, 2020

Developing a Peer Support Programme: Part Two: Creative Practitioner Support Programme

Need to catch-up? Read part one here.

Expansion came in the form of moving to work with SPACE to develop the idea of a peer support programme.

Many of the same principles stood from Colchester Crit Collective, including the importance of it being something that happens outside of traditional arts education, with a much simpler structure (Vidokle and Rosler, 2008). We wanted to create a respectful environment in which peer feedback could be shared to help develop the practices of our attendees (Hattie and Timperley, 2007). Having SPACE as a permanent location for the sessions allowed us to develop this environment, as attendees start to become comfortable and accustomed to the room that sessions are held in (Davila and Waterston, 2009).

The Graduate and Creative Practitioner Support Programme was officially launched in October 2018 and offered two free sessions a month to creatives and continues to this day as the Creative Practitioner Support Programme. Sessions now run every third Thursday and fourth Saturday at 12-2pm. This along with the regular rooming makes the sessions more welcoming and predictable. 



The notion of building a supportive community (Day, 2012) is at the heart of what we do. Since we moved to the regular time slot, the session attendance has grown and we have started to create this community of creatives who are from in and around Colchester, each with their own practices.

The sessions allow for facilitated dialogues to take place (Lermans, 2018), rather than the sessions being a free-for-all, there is an element of structure. As the session facilitator I will manage attendees expectation and keep an eye on timing. Each attendee is asked if they wish to show work or are just there to observe. Those showing, will be asked to outline what it is they want from the session; do they have a specific set of questions they want answering, do they want their peers initial reactions to work. or something else. This allows for attendees to access the kind of support they require. This is also beneficial to attendees in terms of being able to bring more perspectives to the development and aid problem solving (Latham, 2018). Peers are able to offer critical analysis, allowing attendees to expand their practices and to sharing knowledge (Davis and Tilley, 2016).  Receiving peer feedback also highlights the opportunity for the attendees to become more self-reflective and critical about their own practices (Percy, 2004). 

Our Facebook group has also grown, bringing together our attendees on a digital site. This has allowed us to implement the use of technology into our offer (Wojak and Miller, 2015), allowing all of the elements listed above to continue outside of the meeting room. We currently have around 70 members within our Facebook group. This group is actively used by attendees, to continue conversations and for networking.

The Creative Practitioner Support Programme is currently in its second year. We will be running sessions every third Thursday and fourth Saturday until July 2020, when we stop for the summer break. 


References


Davila, J. and Waterston, E. (2009) Art Quilts at Play: Ignite Your Inner Artist-Experiment with Surface Design Techniques. C&T Publishing.

Davis, R. and Tilley, A. (2016) What they didn’t teach you in art school: What you need to know to survive as an artist. Ilex.

Day. P. (2012) The Are Group Crit: How do you make a firing squad less scary? [online] Available at: arts.brighton.ac.uk/projects/networks/issue-18-july-2012/the-art-group-crit-how-do-you-make-a-firing-squad-less-scary. [accessed 30/01/20].

Hattie, J. and Timperley, H. (2007) The Power of Feedback. Review of Educational Research. 77 (1).

Lermans, L. (2018) Critical Response Process. [online] brooklynartscouncil.org. [accessed 04/02/20].

Percy, C. (2004) Critical absence versus critical engagement: Problematics of the crit in design and communication in Higher Education. 2 (3),

Vidokle, A. and Rosler, M. (2008) Exhibition as School as Work of Art. [online] www.art-lies.org/article.php?Id=1661&issue=59&5=1. [accessed 05/02/20].


Wojak, A. and Miller, S. (2015) Starting Your Career as an Artist: A Guide to Launching a Creative Life. Allworth Press; Second Edition.

Sunday, May 3, 2020

Kim Anno: The Juxtaposition of ‘Nature Studies’ (2018)

Within this review I will be questioning Anno’s want to create community centred work in a world full of power structures, and undertones of simulacra. These are the themes that this review will examine; community, power and the use of simulation.
Anno is an environmental activist and so her intentions are almost didactic, to raise awareness of issues surrounding this. However, people don’t like being told things they already know. We know the sea levels are rising, it is well documented. Her angle differs slightly … The driving force is environmental change and ‘Nature Studies’ allows Anno to look at these issues more deeply. She is implicated by her own desires within the system. Inspired by Racheal Carson, Anno echo’s her “call for humans to act responsibly, carefully, and as stewards of the living earth”. Her work also draws on that of Robert Longo, namely his, Men in Cities. Anno’s video work mirrors this clearly in the titling, Men and Women in Water Cities.
The Waterfront Building, University of Suffolk, Thursday 22nd March 2018. Enter through University of Suffolk’s ‘Cargo café’, which has been taken over for the evening by waitresses circulating canapés. Fresh from Anno’s lecture on her work, held within the same building it is difficult to see the work with a clear mind.
The hanging of the work is varied from; large format photography, works on paper – some framed, some not, a concertina book – creating a strong visual narrative and a projected video.

The exhibition descriptor, penned by Anno talks of Darwin’s, ‘survival of the fittest’ and is aptly placed next to two framed works on paper of animals; ‘Family’ and ‘Amphibians’ rather than the photographs of the Men and Women – perhaps of telling clue of what is to follow.
Jakobson, Jespersen, and Reference. Semiotica.
and Hughes.

The clearest development, highlighted in both the lecture and the exhibition is her partial departure from abstract paintings – which she had been creating for the last 27 years. Anno subsequently development video and photography works, est 2009. The most notable ‘Men and Women of Water Cities’ – that is why she is here, after all – Ipswich is a water city. Well almost, the intention is there, but Ipswich is a town, not a city. The intention is there. Tenuous at best.
One of the main themes identified within this exhibition is community and Anno’s interests lie in nation states. The want to communicate is evident and ‘nothing is more powerful to unite minds than the community of language’ (Moryson, 1903, p.191). Within ‘Nature Studies’ she used English to unite these water cities as a common language. She is trying to say something about these environments and these men and women.
She examines how the citizens of the nation states are bound together by several factors; arguably the most important of these being a common language, based upon collective understandings and standardised conventions (Murrill, 2015). However, there is also a feeling that the men and women in these water cities are also bound by the rising water levels and how they have, as a community, ‘begun to train themselves to adapt’ to this situation (Ngcobo, 2011, p.76).
True to her environmental stance, within these works Anno is not only examining the relationship of the community, but also the relationship with the environment and animals. Anno was inspired by a trip to the zoo and has also visited and filmed the training of a lion in a reserve. The power structure here is what we may expect; humans asserting their dominance over the animal kingdom – we circle back to Darwin, in reality our chances of surviving head-to-head with a lion are slim. Zoo’s and nature reserves are surely, at best, a watered-down simulation of the wild. Within her wider practice her film, ‘Pieceable Kingdom’ celebrates the animal as the emblem of power. However, what we see is a trained animal and the human with the power.
The photographs of ‘Water Cities, Berkeley, Finale’ and ‘Alamada Kids’ which hang in this exhibition document the coming together of people. A staged narrative. Anno wants to bring celebration to her art work, in the same way that sports is celebrated (Anno, 2014) and appears to be doing this by building a relationship between sports and arts – by including them within her practice.
There is a notion to simulation within the work, with the use of actors within her film to aid the story telling. It must be questioned if this is just a simulation of water cities or the real thing – or perhaps in the era of the post-truth it does not matter either way. The objective fact, less important than our emotional response to these images (Ball, 2017). The use of simulacra is acknowledged within other areas of Anno’s art practice too, ‘Erasing Las Vegas’ sees her explore Paris, from her hotel room in Las Vegas.
Use of editing within the readings is evident, often many words are omitted from the original texts. Interestingly, Anno wants to bring together communities, but then creates spoken word piece such as, ‘The Mirror of Simple Souls’, which removes all religious quantitation’s from the text, changing the intent of the text and possibly isolating the intended audience – the intended community.
To conclude there are a couple of power struggles throughout ‘Nature Studies’ – nature versus humans, humans versus animals. It is not clear who wins, the fight may wager on until one of the elements does. However, Anno is the ringmaster here; narrating, editing and directing the story she wants to tell. Anno is documenting history and interrupting it in her own way, wanting to change how we think about nature. Decoding the mystery within texts and their multiple meanings, to convey her individual interpretations (Barthes, 1977, p.19).
Much like language the environmental issues highlighted by Anno continue to be a contemporary issue that we continue to try and understand. While the system of language remains unchanged, languages do evolve through time (Miller, 2001, p.299) and so will our understanding of these issues and how we communicate about them. For Anno, this is by moving into television – allowing her to address a mainstream audience, other than the exhibition go-er, further adding to her prowess.
We may be able to tame the animals, but the raising water levels may not be so easy to beat.

Bibliography
Anno, K. (2014) Statement. [online] Available at: http://www.kimanno.com/statement-2/ [accessed 20/04/18].
Ball, J. (2017) Post Truth: How Bullshit Conquered the World. Biteback Publishing
Barthes, R. (1977) Image, Music, Text. Hill and Wang.
Carson, R. (1962) Silent Spring. Houghton Mifflin Company.
Fludernik, M. (1991) Shifters and Deixis: Some Reflections on
Miller, J. R. (2001) The Handbook of Linguistics. Wiley-Blackwell; New Ed edition.
Moryson, F. (1903) Shakespeare’s Europe. In C. Hughes (ed) unpublished chapters of Fynes Moryson’s Itinerary. London: Sherratt
Murrill, R. (2015) Akademie X: Lessons in art and life. London: Phaidon.
Ngcobo, G. (2011) Don’t Panic. Jacana Media
Porete, M. (1993) The Mirror of Simple Souls. Paulist Press.