Learning Sprint 3: Inhabiting Practice
Learning Sprint 3: Inhabiting Practice
Weeks 6 & 7
In Sprint 3 of this open course, you will put the knowledge you gained in Sprints 1 & 2 to work in practice. To work towards this, we will use a model called: Inhabiting Practice.
Sprint 3: Aims
Sprint 3 of this open course supports you to do the following:
- Improve your practical and theoretical understanding of Open Toolkits by interacting with a broader range of Artists’ Toolkits.
- Gain insight into what might constitute ‘practice’, and understand some of the different forms that practice might take.
- Code and Decode: Learn how to notate, document, record and decode the ‘routes’ and ‘rhythm’ of your practice
- Design an ‘Open’ workshop that will enable others to learn how to inhabit your ‘practice’.
- Focus on some of the ways that your Basho can support your individual ‘Open’ workshop designs as you work towards the Art & Open Learning Barcamp.
Sprint 3: Learning Outcomes
In Sprint 3, you will mainly engage with the highlighted aspects of the course learning outcomes:
LO1 – creatively respond to artistic assignments and provide constructive feedback that supports peer learning
LO2 – research, design, run and document a workshop that teaches an aspect of your practice
LO3 – critically reflect upon what you have learned by researching, designing, running and documenting your workshop
Sprint 3: Problem Scenario (link)
The following Problem Scenario* (link) presents a situation that you will engage with during this third Sprint.
I have been asked to research, design, run and document an ‘Open’ workshop that teaches an aspect of my practice to a group of peers. I’m not sure what a ‘practice’ is, or if I have one! How can I figure this out? I’m also unsure about what ‘teaching’ this in the ‘Open’ might involve. If I do have a practice, how might I support others to learn it in an open way?
*What is a Problem Scenario?: https://blogs.ed.ac.uk/macat/openlearninghandbook/problemscenario/
Sprint 3: Class Assignments
You need to complete all of the work specified for both assignments and attend all classes:
Pre-Sprint 3 Preparation:
Sprint 3 Resource List:
Please make sure that you consult and read widely from the course Resource List, particularly this section:
Inhabiting Practice (link)
Improving your reading:
-
Making comparisons
-
Critical reading
IAD Reading https://www.ed.ac.uk/institute-academic-development/study-hub/learning-resources/reading
Week 6 | Tuesday | Inhabiting Practice: Routes, Rhythm and Decoding
|
Week 6 | Thursday | The Artist’s Toolkit Part 2, Sculpture Court Balcony, Edinburgh College of Art
|
||||
|---|---|---|---|---|---|
| Tuesday 25th October 2022 | 10:00-12:30 | 1.03, 7-8 Chambers Street, Central (link to timetable)
Link to recording of Workshop (link) 10:00 Unpacking the Problem ScenarioNeil, Beth and Jake will facilitate each Basho in-class to upack the Problem Scenario. 10:30 Encoding Practice: ‘routes’ and ‘rhythm’Neil, Beth and Jake will faciliate this workshop. You will to learn how to: – identify a practice you have – notate, document and record the ‘routes’ and ‘rhythm’ of this practice We will do this by combining elements of Anundsen and Illeris’ Inhabiting Practice model with elements drawn from SECI (link) and Action Learning Set approaches. You can find out more about SECI here: Decoding Tacit Knowledge with SECI (link) 11:30 Decoding Practice: Action Learning Sets
|
Thursday 27th October 2022 | Sculpture Court Balcony | Main Building, Edinburgh College of Art, 74 Lauriston Place. 10:30-12:30 The Artist’s Toolkit Part 2Part 2 of the Artist’s Toolkit workshop will be led by the artists Debjani Banerjee and Dan Brown. It will take place in the Sculpture Court Balcony in the Main Building of Edinburgh College of Art, 74 Lauriston Place. Make sure you arrive for 10:30. (You don’t have to prepare for this workshop). Participation this workshop is mandatory since it helps you to understand your own workshop design from an experiential and performative perspective. Week 6 | Learning ModulesPlease ensure that you watch and read through the following learning resources this week: 1/ Open Learning in Practice (link)2/ Planning for Learners (link)3/ Decoding the Discipines (DtD) (link)The best time to complete this will be on Thursday afternoon of Week 6. These learning modules place the process of creating an open workshop for a specific group of learners in a scholarly context so it is vital that you complete the work for it before the end of Sprint 3. |
The Artist’s Toolkit Part 2 @ ECA
Images & Video:
https://www.flickr.com/gp/neilmulholland/gD29FuoT5E
‘Madison’ Dance Scene in Jean-Luc Godard Bande à Part (5 August 1964) 97mins, France.
The Artist’s Toolkit Part 2 – Score |
| Intro
What we are going to start by learning something together and end by performing together. Then split into 3 groups and do a series of micro workshops lasting 20 mins each that are collaborative and or embodied image making/image finding/ making rules and learning |
| Bande à Part dance
Spend 20 mins learning the steps Dan and Debi leading together |
| EXERCISE 1
Roy Ascott Drawing Exercise – Debi Draw a person/machine/ animal Cut it into seven sections Collect all the pieces in a pile and select 7 new pieces Make a new creature/ being with those pieces Stick it down Draw a background/ environment |
| EXERCISE 2
Treasure Hunt – Dan Each group to go out and try to find a list of things to photograph in 20 mins around the college extra points for combining things slide show at the end of the session |
| EXERCISE 3
Make a game – Neil based on John Baldessari Art Assignment Make up an art game. Structure a set of rules with which to play. A physical game is not necessary; more important are the rules and their structure. Do we in life operate by rules? Does all art? Or art rules, like tenant rules or art violations.
|
| SHORT BREAK
|
| Each group to explain/show the game
End with dance together |
Further reading on Inhabiting Practice:
Tormod W. Anundsen and Helene Illeris, Inhabiting Practice, Shift/Work at Edinburgh Sculpture Workshop May 7-8th 2018.
Christina Kristiansen, Kjetil Lund, Britta Lya Damian Reflections on the project “Art as Education, Education as Art” https://www.uia.no/studenter-i-forskningsprosjekt/reflections-on-the-project-art-as-education-education-as-art
Sloterdijk, P. & Hoban, W. (2014) ‘Chapter 4 Habitus and Intertia: On the Base Camps of the Practising Life’ in You must change your life : on anthropotechnics / Peter Sloterdijk ; translated by Wieland Hoban. English edition. Cambridge, UK: Polity. https://ebookcentral.proquest.com/lib/ed/reader.action?docID=1819336&ppg=184
Week 7 | Tuesday | Inhabiting Practice: Who are Learners? What do they do?
Sprint 3: Portfolio: Reflective Analysis (end of Sprint)
Return now to review the Problem Scenario (link).
I have been asked to research, design, run and document an ‘Open’ workshop that teaches an aspect of my practice to a group of peers. I’m not sure what a ‘practice’ is, or if I have one! How can I figure this out? I’m also unsure about what ‘teaching’ this in the ‘Open’ might involve. If I do have a practice, how might I support others to learn it in an open way?
Remember that the Problem Scenario presents you with some tricky challenges that anchor a particular project.
The project here is researching, designing, running and documenting an ‘open’ workshop that teaches an aspect of your practice to a group of peers.
There are several problems that present you with challenges as you attempt to complete the project described in the Scenario.
Ask yourself: What are the problems to be solved here?
Make sure you clearly identify all of the ‘problems’ and that you put in the scholarly research they require to creatively tackle them.
Use your blogpost to present some possible answers to the questions posed in the scenario by researching, designing, running and documenting an ‘open’ workshop that teaches an aspect of your practice to a group of peers.
You may draw on anything that you’ve encountered in this course so far if it helps you to develop a critical and reflective response.
How could you tackle this particular Problem Scenario?
One Reflective Analysis method that might work for you is called:
Goals, objectives and reflective habits (link)
What were your goals and objectives here? To take this approach, you might want to think through what you have examined and done in relation to the aims of Sprint 3 and use this to structure the way you present your findings: The aims again are to:
- Improve your practical and theoretical understanding of Open Toolkits by interacting with a broader range of Artists’ Toolkits.
- Gain insight into what might constitute ‘practice‘, and understand some of the different forms that practice might take.
- Code and Decode: Learn how to notate, document, record and decode the ‘routes’ and ‘rhythm’ of your practice
- Design an ‘Open’ workshop that will enable others to learn how to inhabit your ‘practice’.
- Focus on some of the ways that your Basho can support your individual ‘Open’ workshop designs as you work towards the Art & Open Learning Barcamp.
Focus on what’s highlighted in bold above as your key goals and objectives. You can then follow IAD’s advice on how to develop some good habits that will help you to reflect on these goals and objectives: https://www.ed.ac.uk/reflection/reflectors-toolkit/goals-objectives-habits
Another Reflective Analysis method that might work for you is called:
Reflecting on experience (link)
Here you will be thinking primarily about your learning experience as part of Reflection for an assignment
This “often requires a particular language and structure.” https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience
IAD offer six different models that you could play with here
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience (link)
-
- Look throught the six models
- Choose the one that you like best
- Use that model to structure your Reflective Analysis
Whichever method of Reflective Analysis you choose to pursue, please make sure that you critically address the Problem Scenario.
Do not simply list what you did during this Sprint 3.
Checklist:
☑️ Did you read Chapter 1 of Grootenboer, Peter, Christine Edwards-Groves, and Sarojni Choy. Practice Theory Perspectives on Pedagogy and Education: Praxis, Diversity and Contestation. Singapore: Springer Singapore Pte. Limited, 2017. Print. p1-22 (link)
☑️ Did you consult and read from the Resource List for this Sprint? Inhabiting Practice (link)
☑️ Did you attend and participate in Inhabiting Practice: Routes, Rhythm and Decoding
☑️ Did you do any of the further reading on Inhabiting Practice?
☑️ Did you attend and participate in The Artist’s Toolkit 2 at ECA?
☑️ After this workshop, did you complete the three short Learning Modules in Week 6?
☑️ Did you attend and participate in Inhabiting Practice: Who are Learners? What do they do?
☑️ At the end of Week 7, did you re-visit the Sprint’s Problem Scenario and complete the Sprint Assignment: Write a 500 word blogpost in your Portfolio?
If you’ve completed these tasks, then you can move on to Sprint 4 in Week 8.
