Learning creative practice by starting from difference

Roberts, Chianna and Boys, Jos (2019) Learning creative practice by starting from difference. In: Learning through practice: the AAE international peer-reviewed conference, 24-26 April 2019, Westiminster University, London, UK.

Chianna-Roberts-and-Jos-Boys_Learning-creative-practice-by-starting-from-difference_Proceedings-of-the-5th-international-peer-reviewed-conference.pdf - Accepted Version

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Abstract / Description

This paper describes the process and outcome of a two-year Arts Council funded collaboration between the Cass School of Art, Architecture and Design Foundation course and the DisOrdinary Architecture Project, and another year of research funds from The Cass School of Art, Architecture and Design, that centred on developing an agenda for creative practice from diversity.

The process of research has demonstrated positive effects for students of valuing what they already bring to their studies; enabling difference to be a reference point for their own creative practices and supporting both discovery about, and connections to, the wider world.

We began with exploring some of the opportunities that starting from difference offers as a creative force. The aim was to start from disability (and other identities) as often invisible, marginalised or ignored aspects of human difference, as a way of opening up the creative potential that valuing our multiple and diverse kinds of embodiment can bring.

Evaluation through the three years highlighted that both Foundation students and tutors felt it was important to: 1. Build on what diversity brings to learning and the teaching as a central element of the culture of a school; 2. Acknowledge the value of diversity and difference; and 3. Be aware of its potential for, indeed it’s essential relationship to, creative practices.

Feedback from students, and tutors, suggested that, while there was a shared underlying commitment to diversity and creativity, it could be better articulated and implemented through projects, pedagogic strategies and an embedding in the whole curriculum; and that these are underpinned by reflection and debate.

The outcome of a three-point agenda is the starting point for further reflection on learning and teaching practices, proposals for possible future steps for a pedagogy of diversity and creative practices and research directions at Foundation level more generally.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: pedagogy, diversity, difference, disability, collaboration, curriculum, creative practice.
Subjects: 300 Social sciences > 370 Education
700 The arts; fine & decorative arts
Department: The School of Art, Architecture and Design
Depositing User: Chianna Roberts
Date Deposited: 06 Jan 2020 11:50
Last Modified: 06 Jan 2020 11:50
URI: https://repository.londonmet.ac.uk/id/eprint/5409


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