ABSTRACT
Art practice is a complex process, and successful induction into the forms of teaching and learning practised in the studio is critical to a student’s progress through art college. This brings us to ask, what does this learning look like? What are the embodied roots of the thinking process? How do we understand, engage with, and investigate the everyday teaching and learning environment in art studio?
We have posed and re-posed these questions over several years in the process of developing our research, workshops, and curricula.
In a series of action research projects, conducted between 2016 and the present day with student volunteers at the Crawford College of Art and Design, we have explored phenomenological, performative, and collaborative approaches to teaching and learning that encourage students to be active agents in their education and co-creators of their own learning environment. Our overall aim is to create an artistic, collaborative, non-hierarchical framework that enables students and teachers to question and investigate the teaching and learning situation and relationships.
