Train return Harrogate to Falmouth= 16 hours + Pedare conference 8 hours = 24

FalmouthUnilogo (1)

Wise Men A fact: You will always feel like your work isn’t good enough. As a salve, or simply as a way to stay sane, be in the world. Ride the train. Listen to strangers. Occasionally, if you’re brave, speak to them. Walk in the city you live. Pay attention. Don’t bother with taking notes, or buying fancy notepads. Try to remember as much as you can. Have just enough confidence in yourself to not be an asshole. Then, get up and go to work and try again.” taken from…Stuart Nadler http://www.timeout.com/newyork/things-to-do/fifteen-successful-authors-share-their-best-writing-tips 

After, I guess, what must be 17 years…I returned to Falmouth! having studied illustration at the Woodlane campus in 1994, the place of course looked different, the sleepy Cornish town as I remember it, is now set within a contemporary facade of cool bars and restaurants….hip!! and so back to the reason for travelling North to the South, spending 16 hours on an aching bottom to the point of being almost delirious-was to attend the Pedare (pronounced Pe-da-re) conference held at The Exchange, Penmere. 

To provide some background information… ‘Pedare’ is the Centre for Pedagogic Arts-Based Research. It’s community is made up of educators, academics, scholars, researcher and practitioners, their focus is to generate leading research in e-learning, pure pedagogic research, performance based pedagogy and visual thinking within the arts curriculum- ‘We explore the creative curriculum generating leading edge teaching and learning methods, practices and insights that contribute to and inform education practices and policy’…Perdare 2013

 

Workshop 1 Visual Thinking led by Rob Bloxham from ‘ORB’ creative agency http://www.thisisorb.com/

The first part of this session was to get into partners, one to tell the story, the other to draw it and then re-tell in 30 seconds. (the aim here was to see how much you were able to remember through visuals). The 2nd part of the session required us to get into groups of 4 and apply drawing’s only to come up with a number of ideas exploring a particular brand. Our Brand was called ‘Glide’- life made simple…the concept behind this was life could be made sooooooooooooooo much easier if students who use ‘Glide’ for help with financial matters, i.e. paying bills etc would be much happier students?. We decided to come up with an app called Sim-ple which required 5 players to sign up and become one of the household issues, the game would resolve in the student being directed to ‘Glides’ webpage and sign up??? something like that anyway…

 

Workshop 2 Interactive Spectatorships Led by Dr. Dario Llinares and Dr Sarah Arnold

Taken from Pedare website…Interactive Spectatorships is a project funded and based at Falmouth University. It aims to investigate the effect of social networking technologies, and the attendant influence of new digital cultures, on film studies pedagogic practice specifically and film spectatorship generally. We aim to explore the potential forcommunications media such as Twitter to be deployed as a interactive tool for facilitating students’ critical engagement and discussion of indicative viewing. 

This was a great session, and valuable to my research, it looked at encouraging students into a situation where a screening of i.e. Jackie Brown, Catfish, Moon etc with aid of twitter could be used as learning tool. Its focus -a multi-tasking platform that enables students to express him or herself through ongoing commentary that is in real time rather than an after thought discussion with tutors and peers. Further, a student used in this pilot did note that he watched it again (alone) without any distractions and although may have not been discussed in a group situation was talked about with other cohorts for up to a week later…whether we think this is a good idea or not is questionable? but the aim here is not to take away the notion of watching a film, that little place of worship, where the screen poses itself as a bright shiny god-like figure. Instead, it is about enhancing teaching and learning to watching media, in this case using twitter as a quiet mode of communication to act and respond in real time. 

 Workshop 3 Screen Writing- Everything but the Movie led by Neil Fox 

note to myself- Must watch Casablanca!! Again another interesting session…the focus here was to work with ‘haiku’ a Japanese poetry form that uses just a few words to capture a moment and create a picture in the readers mind. Thus a tiny window into a scene much larger than itself. We all had to write one and later read aloud for others to guess…ok this was mine.

‘intense relationships and lobsters in a pan,

large framed glasses, androgyny, exhibition of dialogue, 

attraction, love and comedy ingenious’

 

Wise Men A fact: You will always feel like your work isn’t good enough. As a salve, or simply as a way to stay sane, be in the world. Ride the train. Listen to strangers. Occasionally, if you’re brave, speak to them. Walk in the city you live. Pay attention. Don’t bother with taking notes, or buying fancy notepads. Try to remember as much as you can. Have just enough confidence in yourself to not be an asshole. Then, get up and go to work and try again.” taken from…Stuart Nadler http://www.timeout.com/newyork/things-to-do/fifteen-successful-authors-share-their-best-writing-tips 


After, I guess, what must be 17 years…I returned to Falmouth! having studied illustration there at the Woodlane campus in 1994, the place of course had changed, and for the better! what I remember as a very laid back sleepy town, with too many pasty shops and ‘Trago’ department store has had a make over; the old docks now have a contemporary facade of cool bars and restaurants. And so the reason for travelling North to the South, spending 16 hours on an aching bottom to the point of being almost delirious; was to attend the Pedare (pronounced Pe-da-re) conference held at The Exchange, Penmere. 

 

To provide some background information ‘Pedare’ is the Centre for Pedagogic Arts-Based Research. It’s community is made up of educators, academics, scholars, researcher and practitioners, their focus is to generate leading research in e-learning, pure pedagogic research, performance based pedagogy and visual thinking within the arts curriculum- ‘We explore the creative curriculum generating leading edge teaching and learning methods, practices and insights that contribute to and inform education practices and policy’…

 

Workshop 1 Visual Thinking led by Rob Bloxham and others

The first part of this session was to get into partners, one was required to tell the story and the other to draw it and then re-tell in 30 seconds. The 2nd part of the session required us to get into groups of 4 and apply drawing only to come up with a number of ideas exploring a particular brand. Our Brand was called ‘Glide’ life made simple…the concept behind this was life could be made easier if students which to Glide for help with financial matters, i.e. paying bills etc. We decided to come up with an app called Sim-ple which required 5 players to sign up and become one of the household issues, the game would resolve in the student being directed Glides webpage and sign up??? something like that anyway…

 

Workshop 2 Interactive Spectatorships Led by Dr. Dario Llinares and Dr Sarah Arnold

Taken from Pedare website…Interactive Spectatorships is a project funded and based at Falmouth University. It aims to investigate the effect of social networking technologies, and the attendant influence of new digital cultures, on film studies pedagogic practice specifically and film spectatorship generally. We aim to explore the potential forcommunications media such as Twitter to be deployed as a interactive tool for facilitating students’ critical engagement and discussion of indicative viewing. 

This was a great session, and valuable to my research, it looked at encouraging students into a situation where a screening of i.e. Jackie Brown, Catfish, moon etc with aid of twitter can be used as learning tool. A multi-tasking platform that enables students to express him or herself through ongoing commentary that is in real time rather than an after thought discussion with tutors and peers. Further, a student used in this pilot did note that he watched it again (alone) without any distractions and although may have not been discussed in a group situation was talked about with other cohorts for up to a week later…whether we think this is a good idea or not is questionable? but the aim here is not to take away the notion of watching a film, isolated, within the confounds of darkened room, a place of worship, modeled on a theatre, instead it is about enhancing teaching and learning to watching media, in this case using twitter as a quiet mode of communication to act and respond in real time. 

 

Workshop 3 Screen Writing- Everything but the Movie led by Neil Fox 

note to myself- Must watch Casablanca!! Again another interesting session…the focus here was to work with ‘haiku’ a Japanese poetry form that uses just a few words to capture a moment and create a picture in the readers mind. Thus a tiny window into a scene much larger than itself. We all had to write one and later read a loud for others to guess…ok this was mine. any ideas??????

‘intense relationships and lobsters in a pan,

large framed glasses, androgyny, exhibition of dialogue, 

attraction, love and comedy ingenious’

Heidi Donohoe 

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Writing in Creative Practice: Towards Academic Publishing

rabbit-jigsaw2-small (2)

Piecing the jigsaw together… WRITING PAD

This interesting and thought provoking workshop focused on creative writing and how it can be turned into writing for academic publication. Nancy de Freitas, associate professor at AUT University, New Zealand and Editor-In-Chief of studies in material thinking, presented to us the context of material thinking practices, thinking about methods and insights on good structure, clear writing and style as an underpinning to research, processes, images, objects and spaces. Alkie Groppel-Wegener led genre in crafting academic writing, you can follow her on http://tactileacademia.wordpress.com/

To view full posting please go to http://heididonohoe.blogspot.co.uk/

References: 

Gavin Melles and Julia Lockheart, Writing purposefully in art and design: Responding to converging and diverging new academic literacy  http://ahh.sagepub.com/content/early/2012/02/28/1474022211432116

Nancy Roth, Writing as pretext: On the way to an image  http://ahh.sagepub.com/content/9/2/256

Robert Nelson, Toward a history of rigour: An examination of the nasty side of scholarship,  http://ahh.sagepub.com/content/10/4/374

Brian Paltridge, Sue Starfield, Louise Ravelli and Sarah Nicholson; Doctoral Writing in the Visual and Performing Arts: Issues and Debates

 

Naomi Bolser

Naomi Bolser

Based in Harrogate, Naomi has an impressive career track record. She has been involved in the production of art video since the late 1980s; is dedicated to art education; and has been teaching since 2000.

Inspiring students is key to Naomi’s educational philosophy.

“In the past, my community work has taken video production to people who wouldn’t normally have access to it,” she says. “I worked with community groups and individuals to create videos about issues that were important to them.”

Naomi has created video art installations, backed by grants the Arts Council and South West Arts.

“I’m doing a practice-based PhD at Leeds University,” she says. “This involves researching and building archives of Women’s Independent Moving Image Practice – it’s about exploring art video and its context.”

Asking Is There a Tradition of Women’s Independent Moving Image Practice? Naomi’s PhD research focuses on women’s roles in avante garde, art and experimental production, within both the historical and contemporary contexts. She aims to re-examine non-mainstream productions in light of recent feminist scholarship; and to build a canon of women’s practice for exhibition, that will include her own work. Naomi Is working towards an international exhibition in 2015.

“One of the most important aspects of this process is how the discipline and rigour of studying for a PhD informs my teaching,” she says. “It’s been extremely beneficial.”

Her personal archive of work, including an award-winning MA Super 8 video project, Timepiece, will form part of the research.

Timepiece was picked by contemporary art directory, Axis, to be one of its “MA Stars” in 2005.

Danielle Treanor, of Axis, says on the organisation’s website: “She gently instigates a genuine interaction from the viewer. She expects us to confront that strange epistemic distance that ‘film’ creates between the material and the mind’s eye and in doing so cleverly calls into question innate consumerism and ready acceptance of a mass media memory machine.”

Naomi has a degree in Cultural Studies from North East London Polytechnic, an MA in Video from Middlesex University and an MA in Fine Art from Leeds University, where she specialised in digital and super 8 moving image production. A Fellow of the Higher Education Academy, in 2011 Naomi started a practice-based PhD at the Institute of Communication Studies, Leeds University.

Other works – Walk In The Park

Rabbit Heart – “Developing a Game project as a an Educational Research Tool”.

Following their presentation of the Rabbit Heart research project and game to their peers at HSAD, Paul Starkey and Gareth Sleightholme presented their project as part of their ongoing research to an audience at Platform Expo 2012 earlier this year in February.

Rabbit Heart itself is a game concept based around the lead character of a young girl, called Ululu, lost in a strange world of flying galleons, tentacled monsters and abandoned cities, whose only ally is a semi-sentient Exo-Suit that reminds her of the toy rabbit she had lost. The game is a test bed for gameplay (in particular we are focusing on the idea of empathy and mutual benefit*) functionality as well as production design, and is being used as a teaching aid in sessions with games design students in its current state.

The game development allows those students from various new media disciplines to participate with the research team leaders as clients as well as simply being a model for the type of blog and documentation development that our students should be aiming for.

Paul and Gareth are continuing to develop the project as an educational resource with the idea of publishing their findings and results via a making of book “The Tale of Rabbit Heart”** that will contain tutorials and recommendations for mini briefs for other educators and students engaged in independent research.

*As seen with games such as Ico, Shadow of Collossus and most recently Journey.

**Working title.