• Contemporary Art & Open Learning

    Prof Neil Mulholland (see profile)
    Contemporary Art, Education and Pedagogy
    Art--Study and teaching, Arts--Study and teaching, Art, Modern, Twenty-first century, Open educational resources
    Item Type:
    Visual art
    Art education, Arts pedagogy, Contemporary art, Open education
    Permanent URL:
    An OER hosted on www.eca.ed.ac.uk/research/art-learning Art education today is porous and ubiquitous: it exists in a wide variety of formal and informal arts contexts and can be found in many different cultures and societies. It takes many diverse organisational forms, traversing virtual communities, small artist-led initiatives, international biennials, art academies and artistic practices. How can artists contribute to today’s politics of education vis a vis edutech, the open paradigm and para-academia? Running for 12 weeks from September 2020 at Edinburgh College of Art this course enabled art students to open access to, and widen participation in, artistic learning by peer-producing, codifying and sharing learning practices. The course practised a range of peer-based theories of learning and knowledge production to extend open access into the Third Places frequently produced by artists. In particular, it practises paragogics, learning principles that offer a flexible framework for peer learning. 1: D-I-T P2P Students were introduced to D-I-T (do-it-together) and P2P (peer-to-peer) methods of artistic practice by responding to weekly art assignments. Assignments were metacognitive: participating taught art students how to devise and run their own open art assignments. 2: Art & Open Learning Fair This first year, we ran an online Fair. The brief was to generate an OER in response to Joseph Beuys’ 1978 provocation jeder mensch ein künstler? (can anyone be an artist?) Acting as researchers, each basho devised their own responses to this provocation. The provocation, in turn, relates directly not only to the politics of the current online pivot (especially Edutech Studies), but to Open Access, Open Creation (‘Swarming’), the Open Paradigm, para-academia, paragogics, the undercommons and the D-I-T art schools movement. Thinking about what sort of publics were generated through the production of open research objects is vital here.
    Published as:
    Online publication    
    Last Updated:
    2 years ago


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