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Me, too! The main purpose of the challenge is to make time for creativity each day and to explore …. I know Mary Beth Shaw is as well because she recently tried some techniques from the book and will be sharing what she learned ….
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5 Contemporary Collage Artists Adding New Layers - Artland Magazine
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In each group all but three students participated five male, one female. There were varying degrees of willingness to take part. Six students three in each group said they felt that the activity had improved their concentration. In both groups several students said that they had been repeatedly told off in school for persistently doodling during lessons. There was no way of telling if this activity did improve concentration, although the self-report of a small number of students might suggest so in some cases.
More male students voiced their reluctance, but there could be many reasons for this. Resistance to participation was linked in discussion either to lack of commitment to qualitative methods many of the students were using exclusively quantitative methods in their own research and had not used qualitative methods before , or to reluctance to do an arts-based activity because of lack of skill or experience. Figure 6 Collage made expressing personal feelings A5 Participant, youth work student, female.
The Youth and Community Work students also mixed gender, mainly female were generally more receptive to the collage making, and many of them in discussion could relate it to activities they might carry out in their own professional practice and qualitative research. All students in this group shared their collage in the discussion: one student who had stapled his closed, explained this as an expression of specific feelings relating to self-disclosure rather than the activity.
Several students in this group made collages about personal feelings unrelated to the lecture Figure 6. On the whole, I felt that there was less resistance to the activity in this group; but again, this informal interpretation suggests a number of more specific lines of enquiry, about prior experience, current skills, gender, age, ethnicity and so on. Gauntlett suggests that willingness to engage with creative activity and its impact are related to prior experiences and self-narrratives Gauntlett There are perhaps a whole raft of other contingent and structural factors related both to personalities and context.
These could be subject to research enquiry in a number of feasible ways.
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However, I would suggest that in all the examples shown here, where there has been an engagement with the process, these impacts could be inferred from discussion and examination of the collages to be possible pathways for further research:. Contribution to understanding of self or problem solving not available by other means Texts 2.
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Expression of feelings in a different not verbalised way Figures 5 and 6 3. Figure 4 also suggests that collage is not necessarily a distraction from new learning. Combined with the comments in Text 2, I relate this to the physical process of selecting and discarding, combining and juxtaposing, in other words, to the embodied enactment of thinking. The Creating Layers of Meaning post has now been updated with photographs of the day. Another stimulating, inspirational and useful seminar day in Chester last week!
After the by now traditional welcome of making our own name tags and having a look at lovely materials and books brought in for inspiration, Elizabeth Kealy-Morris, our host, gave a presentation on taking collage seriously, making some reference to how she gets her students to engage with text in a humument fashion — and allowing the table groups to start some discussions on the set text a chapter by Stuart Hall. Different groups were approaching different quotes from the text, discussing aspects they found particularly interesting and important — and finding ways to illustrate what the text was saying through changing the format from 2d to 3d and flexible in some cases.
Then Sarah Williamson talked about different types of knowledge and how that can be teased out and developed through using collage and layering as a tool. To finish off the morning session, book artist Angela Davies talked about her practice and work that inspires her — not only showing beautiful slides, but also bringing in some of her books so we could take a closer look.
She also showed a work in progress, which was inspired by the reading for the workshop and she has promised to let me have some photographs of how this work developed for this blog once she is done! During these three sessions there were already very lively discussions developing, which we at least partly were able to continue over lunch. In the afternoon we had set an hour and a half aside just for making, and there was some very interesting explorations of layers going on.
By the end of this, we re-entered our discussion, but some of the energy was lost — or maybe people just wanted to continue making? At the end of the day there were some fascinating explorations of layers of meaning going on — some of which to be continued at home. The official HEA post including handouts and presentations about this workshop can be found here. Yesterday Elizabeth, Sarah, Angela and myself had a little meeting to sort out final details of the Chester workshop next week and yes, there still seem to be places available, if you are interested.
It was a really good meeting, and there will be some interesting stuff going on! I aim to make a little how-to handout for the workshop! Called The Underwater Iceberg , this particular book looks not at layers of meaning, but the different layers that should go into researching an academic essay. Hopefully I will be able to finish this soon, and then I will post about it some more. It is my pleasure to announce the next of the Writing in Creative Practice Workshops. This time we want to specifically explore layers of meaning and will be hosted by the University of Chester on 26th March The official HEA annoucement and booking form can be found here.