|Title||Experiments in ‘real world’ education|
Paulo Freire has highlighted how “Educands’ concrete localisation is the point of departure for the knowledge they create of the world” (1994: 85). As an artist and educator whose own practice is socially situated, I have consistently sought opportunities for students to gain first hand experience of artistic practice with people and in places outside of the institution. This is not only for purposes of professional development, but also by way of preparation for future engagement with social change. I will show results of the Widening Participation project at Chelsea College of Art and Design at the end of the last millennium, which incorporated postgraduate placement, mentoring and the involvement of undergraduates in ongoing projects in the public domain. Then Cascade, an initiative at University of East London centred on collective cultural production around issues of local regeneration, which at the same time facilitated a two-way transfer of skills and experience across three levels of education. Finally I showed recent project work by students undertaken with groups and individuals in the wider world.
|Keywords||socially engaged art education|
|teaching social practice|
|Conference||Just What Is It That Makes Today's Art Schools So Different, So Appealing?|