Making the Creative Process Visible

Developmental Strategies:

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

Continuum

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.

Laura Stevenson:

……The Activity of Perception………….       ….Whole and Part

The activity of perception:  is important to these pieces of work as it is the drawing in of the audience which will convey the ideas contained within them. the way in which to do this is to create work that prompts enough questions to get a viewer invested in it.

The activity of perception: is important to these pieces as the ideas require the viewer to be pulled into it. The way in which to do this is to create work that prompts enough questions to get a viewer invested.

Whole and Part: up till now i've been creating pieces which although made of separate pieces are displayed as a whole. taking the pieces apart can actually reinforce their relationship to each other - a sense of loss or displacement or potential to display dependency / dependence.

Whole and Part: up till now i've been creating pieces which although made of separate pieces are displayed as a whole. taking the pieces apart can actually reinforce their relationship to each other - a sense of loss or displacement or potential to display dependency / dependence.

Equivalents Between Action & Subject…. . Working in a Continuum

Equivalents between action and subject matter ie were the subject matter can be informed by the action; how can the specific way of touching or acting upon a piece convey ideas? Sharp actions or a soft form with the impact of a sharp edge will suggest different ideas. Building a relationship between the pieces through the way they are constructed and what the construction enables them to say.

Equivalents between action and subject matter ie were the subject matter can be informed by the action; how can the specific way of touching or acting upon a piece convey ideas? Sharp actions or a soft form with the impact of a sharp edge will suggest different ideas. Building a relationship between the pieces through the way they are constructed and what the construction enables them to say.

Working in a continuum is perhaps the next step in order to create a language that is subtle and poignant moving between properties that suggest comfort and those which convey tension and discomfort.

Working in a continuum is perhaps the next step in order to create a language that is subtle and poignant moving between properties that suggest comfort and those which convey tension and discomfort.

 

 

 

 

 

 

 

 

 

 

 

Sian Leung:

………………..Juxtaposition

Juxtaposition

Juxtaposition

Between myself and the clay

Between myself and the clay

…………….Whole and Part                            Activity of Perception

Construction with the part and the whole. Taking parts and building a whole. The collapse and reconstruction of those structures and recording the process

The activity of perception: film and manipulation of it allows the viewer and myself to engage with the activity of perception. it allows me, the creator to edit if i wish, which can raise ethical issues if the work is indeed to be auto-ethnographic.

The activity of perception: film and manipulation of it allows the viewer and myself to engage with the activity of perception. it allows me, the creator to edit if i wish, which can raise ethical issues if the work is indeed to be auto-ethnographic.

 

 

 

 

 

 

 

 

 

 

 

For more examples from 1st Year Part-Time Route:

Maria Santamaria

Katalin Hovarth

Martin Harman

Examples of Full Time Route:

Trish Spence

Owen Quinlan

Nour Ali

Janna Edwards

Jacqui Spedding

Kate Murtagh

Arun Sharma

Emma Pearce

Examples of Part Time Second Year Route:

Elaine Flannery

Emily Jenkins

Kate Colclough

Avril Ryan



 

 

 

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