rendering atelier culture online: lessons in inclusion from low-residency visual arts programs...
TRANSCRIPT
Rendering Atelier Culture Online: Lessons in inclusion
from low-residency visual arts programs
Hugo Teixeira
OU H818 ‘The Networked Practitioner’ Online Conference
Motivation as teacher
• 10 years teaching English
• North America, Europe, Asia
• Most recently adults in Macau
• Acquisition model is ingrained (Sfard, 1998)
• Students hesitate to interact
• Fear making mistakes
• Don’t value task-based learning General English students work
together on grammar/vocabulary review
Motivation as student
• Started university as BFA Photography student
• Intended language teaching to support my artistic practice
• 2006-2010 exhibited work and completed further studies
• Ran out of money
• Focussed again on teaching
• Artistic practice has suffered
• Few regional options for study
Photography students observe teacher as he demonstrates
process.
Low-residency Master of Fine Arts programs
• Common in the US
• First at Goddard College, 1963
• Attract working adults
• families, jobs, rooted
• Brings students together a few weeks a year
• “Student is at the switchboard” of larger dialogue (Fitzpatrick, 2014).
• Inclusion
Artifact should…
• demonstrate the culture of low-residency MFA programs.
• show what their students do of the course of a year.
• ask how the model applies to other fields of education.
• be accessible to audience unfamiliar with fine arts education.
• help audience fathom how they might adapt their own practices. Student and advisor discuss
thesis at Bard College (Photo by Pete Mauney)
Inspiration
• 2011 Mashable Media Summit
• Tor Myhren (marketing executive)
• Technologies evolve, human motivations remain the same
• Convince audience user interface design should be guided by users needs, not tech
• Used two narratives about teenagers in 1980s and today
• Use different technologies to achieve same goals
Sources
• Low-res MFA programs do not feature in academic literature
• Professional Artist Magazine (Robinson, 2014)
• Personal blogs
• Professional association websites
• Chronicle of Higher Education
• Semi-structured interviews
• Twitter and Facebook