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)
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)
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.
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).
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
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.
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].
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.
