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

Brainstorming

Start with three themes

inclusion, implementation and innovation

Develop topics three for each theme

Compile keywords ten for each topic

Low-residency MFA programs

and implementation

Low-residency MFA programs

and innovation

Low-residency MFA programs

and 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

Building the artifact

Building the artifact storyboarding

Building the artifact GoAnimate

Stay tuned! Hugo Teixeira

OU H818 ‘The Networked Practitioner’ Online Conference