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Hi there,
Just think that the didactic nature of the educational experience in art and design has left a lot of linear thinking, and a desire
to emulate what is already ‘ok’ rather than experimentation, investigation or even figuring things out. It has perhaps lead to a lack of ownership over creative decisions resulting in a sense of powerlessness.
Students are rigid with anxiety and seem to need so much more encouragement to trust themselves and their decision making.
Joanna
From: The UK drawing research network mailing list <[log in to unmask]>
On Behalf Of CHRISTINE TURNER
Sent: 08 November 2018 11:23
To: [log in to unmask]
Subject: Re: [DRAWING-RESEARCH] Re Igniting '[DRAWING-RESEARCH]
Hi
I find the English pre-university system prescriptive and as a consequence students aim to tick the correct boxes in order to progress. It takes clever 'footwork' on the part
of educationalists to enable an independent experimental approach to art working whilst still meeting the demands of an exam system.
Chris
On Thursday, 8 November 2018 09:52:34 GMT, Jen Wright <[log in to unmask]>
wrote:
Hi
Sadly in the UK at least students are examined and tested from the very early years of their education - this is largely not to support their education, but
as a measure of teachers' performance. Failure is a mark of shame, with exam performances marking out schools / departments as 'less worthy' making them at risk of being closed - this is particularly hard on more creative and 'expensive' courses, such as art,
music, design technology and drama. Teachers as a result have become much more 'risk adverse' constantly looking over their shoulders for 'managers' who 'drop in' to measure their performances against criteria set up by external forces who are more interested
in data collection and 'value for money'. As a result students are trained to jump through strictly proscribed hoops, they are rewarded for achieving measurable outcomes. There is some lip service paid to independent learning, but when it comes to the 'real
world' of examination, teachers, parents and students understand that there is one way of performing and that is within very restricted limits. Parents expect their children to succeed, and teachers are under considerable pressure not to allow their students
to 'fail.' This has lead to a culture of students becoming over-dependent on direction - they cannot see the benefit of trying things out for themselves, as they are being educated in a system of fear and data.
Jenny
-----Original Message-----
From: Eduardo A. Corte-Real <[log in to unmask]>
To: DRAWING-RESEARCH <[log in to unmask]>
Sent: Thu, 8 Nov 2018 6:48
Subject: [DRAWING-RESEARCH] Re Igniting '[DRAWING-RESEARCH]
Dear colleagues,
Every time anyone posts to the List, the email address is accessible.
Thank you Maggie for your concern, but since I’m on this list, my email address is public (for the people on this list, at least).
I still get some emails on the old address but this is my new one.
Not that IADE had disappeared, or that I left. On the contrary, IADE is still kicking ready to commemorate its 50th anniversary, now as a Faculty of Universidade
Europeia Lisbon.
And now to try to re-ignite this List:
I have found now in first year students an almost uncanny incapacity to understand complicated instructions and resume work independently, as if they were expecting
some type of web tutorial practice in which everything is dictated step by step.
I have been calling them the GPS generation. Not because they are Geo traceable but because they always expect an instruction at every “crossroad”.
Any thoughts?
Best regards,
Eduardo Corte-Real
PhD Arch.
Associate Professor
Professor Associado com Agregação
Av. Dom Carlos I, nº4, 1200-649 Lisboa, Portugal
T: +351 213 939 600