Can we more effectively develop our ideas by understanding key relationships at work within it?
Feedback and Assessment session: http://vimeo.com/19972288
The MA Ceramics students underwent a brief feedback session concentrating on one of the key assessment criteria ‘Evidence of Action/Result: Synthesis‘. The session required the students to identify the types of language present in their work – how it can be understood according to similar structures that shape language in general (linguistics) – exploring relationships between values and how differences in their interaction can dramatically alter their communication. The session leads us into the next theory module: Modernism and Postmodernism, historical movements in art commonly characterised by specific ‘types’ of relationships between aesthetic values.
BACKGROUND TO THE SESSION: http://vimeo.com/channels/127165#17078228
A range of different ways in which connections and associations can be made between aesthetic properties were identified and students asked to identify one or more within their own practice and how they might be used to aid the development of ideas. Not all are used, they run in no particular order but these structures and others like them are always present in order that ideas can move and become realised:
The Juxtaposition of Elements
Negotiations Between Whole and Part
Understanding the Activity of Perception
Expression and Representation
Aims and Objectives
Equivalents Between Materials and Subject Matter
1st Year Part-Time Route: these students have just reached their ‘Formative’ assessment, the stage at which their area for investigation has been identified. As assessors we are looking for the identification of a rich area for study with the potential to contribute to the field. The ‘Creative Strategies’ are at this level as much about examining what is beginning to emerge in the work as intensions for how to proceed.
……The Activity of Perception…………. ….Whole and Part
Equivalents Between Action & Subject…. . Working in a Continuum
…………….Whole and Part Activity of Perception
For more examples from 1st Year Part-Time Route:
Examples of Full Time Route:
Examples of Part Time Second Year Route: