engaging students in exploring the nature of knowledge through - - PowerPoint PPT Presentation

Fantastic creatures – fantastic students: engaging students in exploring the nature of knowledge through creative practice

• Dr. Ian Bride
• Snr. Lecturer in Biodiversity

Management School of Anthropology and Conservation University of Kent

i.g.bride@kent.ac.uk

Thorny Puffer-bird (Agathipoulos flatulensis)

Creative Conservation - new u/grad module 2014/15

“…to engage students with a range of ways of thinking critically and creatively about conservation issues and their communication whilst developing their own creative practice and skills portfolio.” (BSc Wildlife Conservation)

Moss bear – Group project 2014/15

Module begins with exploring what it means to be creative Using the framework from von Oech’s A Whack on the Side of the Head

Unlocking one’s mind to creativity

Roger von Oech (1983) A Whack on the Side of the Head: how to unlock your mind for Innovation. Ten Mental Locks: The Right Answer That’s not Logical Follow the Rules Be Practical Avoid Ambiguity To Err is Wrong Play is Frivolous That’s not my Area Don’t be Foolish I’m not Creative

Creative Conservation - new u/grad module 2014/15

Assessed assignments: Alebrije exercise (20%) Group project (40%) Workbook/journal of reflective learning and the student’s creative journey (40%) Inspired by 5-year project in Mexico on the conservation of the axolotl – which included a souvenir production training workshop (+market stall!) Topics include: ‘nature in art’, ‘cartoons‘ ‘souvenirs and conservation’ ‘the wildlife documentary’ ‘behavioural enrichment in zoos’

So what is an alebrije?

• Alebrijes: brightly coloured Oaxacan folk

art sculptures of fantastical creatures.

• Originated by Pedro Linares in the 1930s

after a dream, who made alebrijes from cardboard and papier-mâché and coined the term.

• Designs adapted to a local wood ‘copal’

from trees of the genus Bursera (Family Burseraceae), a fine grained, soft timber (now threatened by over exploitation).

Alebrije exercise – the brief

• Draw upon knowledge and experience to think up a fantastic creature,

make a model of it, and interpret it by providing an authenticating text.

• Interpretation: to think about how the nature of the text conveys both

particular forms of authority and certain ideas, concepts and messages.

My collection

And then they did these ……

and these ……

and these ……

Petalled reap (Caerulium flosspluma)

Flamed megapode (Megapodius ignis)

Flower-faced bluebeak (Ornithoanthus glautrumpus)

Alebrije exercise - interpretation

• Each requires a scientific name constructed from Greek and Latin words.
• The authoritative interpretive texts have ranged from: IUCN Red List pages,

field guide entries, popular and formally styled scientific articles, and newspaper articles; through poems, a song, and a lost page from an explorer’s diary; to a message in a bottle from the daughter of a shipwreck survivor, and video interviews with witnesses!

• We also have a class ‘show and tell’

session followed by an annual exhibition

• f our alebrijes in a display area in the

CreAte café area of the Marlowe building we share with the School of Architecture.

Jungle Ooze-wallow (Bipedosavra aklimaka)

with students giving feedback like this ……

“I would never have imagined my life could be so influenced by a single university module. This module has seen me grow in confidence; it has pushed me out of my comfort zone and at times it has frustrated me. But, all in all, it has been an incredibly positive experience. I have grown as a person …. and I now appreciate that most things in life are open to

• interpretation. I now value the need for creativity in conservation. I have developed my

awareness of creativity and my appreciation for the arts has grown, but above all I have realised I too can be creative!” Rachel “I no longer worry doing crafty, imaginative things is silly like I used to, or care that others still think they are. I now see it doesn't matter, and the process of alebriji making taught me a lot that probably even you didn't intend it to. Thank you for this module. I feel that it has been vital to keep me sane this term; a breath of fresh air and a space to think in amongst the dry, busy city of academic thoughts and research. Which funnily enough, has improved my level of functioning when in that city.“ Rhiannon

Some key lessons

• Start from where the students are – with a ‘language’ they can understand
• Allow individual students free space to play, risk, rule-break etc. to a degree they are

‘comfortable’ with – then give them a little extra nudge!

• Support their ideas – as a creative producer sharing skills you have (acquiring those you need)

Next we moved onto the Group projects – with all the associated difficulties of individuals working in a group – but yet again some of the work produced has also been really fantastic.

Assignment 2 - reflective journals that demonstrated how students can engage with and immerse themselves in a challenging pedagogical framework and really ‘get it’. These have also included the most perceptive and valuable critical feedback I have ever received on the contents and delivery of a module – making a mockery of the usual module feed back.

Animation Nation (Group project 2016) https://www.youtube.com/watch?v=C91f7UlnCzw&t=24s

Billhook Nook:

Woodland Crafting area in Brotherhood Woods (below Park Wood Rd.) Have taught: Coppicing and woodland management Basket-making + Xmas wreaths Besom-making (witches brooms) Post-making and brash fencing To do: Hurdle-making Charcoal-making Walking sticks Rustic furniture

Billhook Nook Theatre – 2015 with 2nd Yr Architecture students

Creative Campus next projects:

• A. The Twisty Tree Stone Carving Space
• To create a small covered structure

that embraces a large mature holly tree to the rear of the Architecture Workshop, in an area where stone carving workshops are run.

• It will also provide a space where

carvings can be displayed and stored.

• Collaborating with an MA Architecture

student, Luisa Pereira-Pires, and the stone sculpture workshop leader, Patrick Crouch, to explore ideas and produce drawings and model.

• Structure will use timbers from the

University woodlands.

Creative Campus next projects:

• B. From Tree to Building
• Develop and test a method for assessing student

engagement through an experiential learning approach - directed by a creative process of making that begins with design and follows through from the sourcing and preparation of the basic raw materials, to the final structural assembly.

• A student team supported by experts in round-

wood timber-framed buildings, will, through dialogue and action, generate this classroom/social /making space of a building.

• Primary materials sourced from University’s

woodlands: instruction in traditional woodland management practice, understanding the nature of different timbers and their properties, and practicing the safe felling and processing of the required timbers.

So yes, fantastic creatures from fantastic students, plus a fantastic learning experience for all concerned:

• Dr. Ian Bride

i.g.bride@kent.ac.uk

Thorny Puffer-bird (Agathipoulos flatulensis)

• Dr. Ian Bride

i.g.bride@kent.ac.uk

Thanks for listening!