I was assigned text 3 (Osler Et Al, 2019) A/R/Tographer: Story telling the self as pedagogic practice. This was a useful document to bring into account the individuals experience as an artist, who uses their life experience to research, create art and then disseminate their findings to students, which in turn gives more credibility to the practice itself.
The artist has a difficult task in society, which has been perfectly worded by Nina Simone, a prominent artist with a harrowing past fighting for the rights of black lives through her art – ‘An artist’s duty, as far as I’m concerned, is to reflect the times. I think that is true of painters, sculptors, poets, musicians. As far as I’m concerned, it’s their choice—but I choose to reflect the times and the situations in which I find myself. That, to me, is my duty.’ This was aired in June 23, 1968 in an interview by Sylvia Chase (British Journalist).
In the text I was assigned, it was a point of contention for me that none of the artist’s defined what an artist is, but rather only stipulating what their artist process was for their particular medium and what informs their art. Having read what the Oxford Dictionary defines as an artist, which is ‘a person who creates works of art, especially paintings or drawings’ (Oxford University Press, n.d.), I would suggest changing the very definition of artist considering there are more mediums now than ever to express creativity.
With this now in mind, if we are looking to reflect our existence as artists in our practice by storying the self, we then have to delve into the research of what informs our practice. Directly linking to the social justice element that we covered within workshop 1 and the University as a Social Purpose; to be able to develop the voices of those that attend it.
The university is no longer a social purpose because it is no longer a public entity, it is private due to The Dearing Report, officially titled “Higher Education in the Learning Society,” which was a UK government-commissioned review of higher education. Published in 1997, it was led by Sir Ron Dearing. The report proposed reforms to the structure and funding of higher education, emphasising the link between paid access and quality, backed by both Labour and Conservative political parties in the UK.
Universities relying on private funding (Crilly, 2019) may restrict artistic expression. This pressure to appease funders could limit exploration of topics like decolonisation and personal narratives. Professors might be forced to censor their own experiences to avoid clashes with funding sources. Universities are censoring information and ideas, limiting discussions on sensitive topics like the Israel-Palestine conflict. This “academic censorship” restricts free speech and hinders critical thinking, which is crucial for a healthy learning environment. Ultimately the way we fund universities hinder it’s very purpose to generate radical ideas and create reform in society.
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Crilly, J. (2019). Decolonising the library: A theoretical exploration. Spark: UAL Creative Teaching and Learning Journal, 4(1), 6-15.
Dearing, R. (1997). Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. [Report]. London: Her Majesty’s Stationery Office.
Freire, P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin
Osler, D., & Et Al. (2019). A/R/Tographer: Story telling the self as pedagogic practice. Journal of Writing in Creative Practice, 12(1-2), 109-123.
Oxford University Press. (n.d.). Oxford English Dictionary online. https://www.oed.com/ (accessed 12 March 2024)
Simone, N. (Interviewee). [Interview with Sylvia Chase]. (1968, June 23). [https://www.youtube.com/watch?v=99V0mMNf5fo]. (accessed 12 March 2024)