L locke draft dap presentation 260314
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This document proposes an alternative model for art student group tutorials. It suggests adopting an "agonistic model of democracy" where inherent conflicts within the group are acknowledged and put to constructive use. Group members would be required to suggest practical experimentation methods for the presenting student, rather than express opinions on their artwork. The presenting student would then choose one method to adopt and present their work again in two weeks, demonstrating their skills in evaluation, decision-making, and experimentation. This model aims to avoid divisiveness and subjectivity while cultivating students' critical thinking and selective response to others' feedback.
L locke draft dap presentation 260314
- 1. DRAFT DAP Presentation 2014 By Lana Locke
- 2.  Divisive  Subjective  Overly influenced by egos (Biggs and Tang)  Opinions expressed by students are shaped by the power dynamics within the group (Burbules)  The democratic set-up, led by the group’s tutor, can create an illusion of consensus on the value of the art work, rather than equipping the student to evaluate.  Creativity can be killed off by the opinion of the group.  Group tutorials do not equip the student with the skills they need to respond critically and selectively to the opinions of tutors and fellow students.
- 3. Artefact: The student’s artwork, prese nted to the Group Subject: The individual student Outcome: a constructive, group discussion; individual experimentation, dec ision making and evaluation Community: the student group Activity: Each member of the Group proposes a different (conflicting) means of experimentation for the student to take their work forward Rules: Compulsory participation from each member of the group. Instead of expressing opinions on the artefact, practical methods of experimentation must be suggested. The student must choose one method. Object: the student must decide which approach to adopt then presents to the Group again two weeks later Division of effort: each member of the Group must be produce an idea; the individual responds through their practice
- 4. ï‚ž The tutorial adopts an agonistic model of democracy, as proposed by Chantal Mouffe, (Agonistics, 2013) ï‚ž The inherent conflicts and power struggles that exist within the group are acknowledged and put to constructive use. ï‚ž Value is placed on the skill of the group members in coming up with different ideas rather than reaching a consensus view on how good the art work. ï‚ž Power is displayed through the ability to come up with constructive ideas rather than express judgment. ï‚ž The presenting student is judged on their ability to evaluate the usefulness of the advice given by others, their decision- making in selecting a method of practice, and their willingness to experiment.