Hollowed-out genring as a way of purposefully embracing troublesome knowledge: orientation and de-orientation in the learning and teaching of Fine Art

Camp, Shaun and Foster, Karl (2018) Hollowed-out genring as a way of purposefully embracing troublesome knowledge: orientation and de-orientation in the learning and teaching of Fine Art. Journal of Writing in Creative Practice, 11 (1). pp. 99-120. ISSN ISSN: 17535190, Online ISSN: 17535204

Abstract

This text emerges from ongoing research focused on pedagogical developments within the curriculum of the Year 0 Fine Art Pathway, at Norwich University of the Arts. Within any subject discipline, including Fine Art, there are threshold concepts (Meyer and Land, 2003, p.1) that can represent troublesome knowledge (Meyer and Land, 2003, p.2); knowledge that must be comprehended in order that students succeed within that discipline. Within the teaching and learning of Fine Art, students will work between both written and visual genres, often struggling to rationalise the two. As part of our research we have developed practiced based research tasks that serve as destabilising prompts, a hollowed out genre, that encourages students to enter into a de-orientated, liminal, conceptual space within their learning. With the introduction of reflective models, students are able to navigate this liminal space and are afforded opportunities for developmental re-orientations, thus beginning to embrace the threshold concepts inherent with the Fine Art discipline. Drawing upon examples of current practice and student learning, we demonstrate how a process of genring and the use of reflective tools encourage students to confront aspects of troublesome knowledge and see critical writing as an important facet of their practice.

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