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MA students  consider how it works

5 : MA

Posted in: by Pete Moser on 18 March 2015
Tagged with: Artworks conversations

Group 1  Conversation A
Conversation participants: Helena Tipper, Jessica Clark, Anna Morales
Note taker: Beccy Spurling
Chair: Milly Wheeler 


Introduction
We are London South Bank University students, studying Arts and Festival Management. We are currently producing a visual arts exhibition for International Happiness Day, March 20th 2015, exploring the artist's definition of happiness. As well as an exhibition, we are having an interactive art piece, where audience members become participants to explore and define what makes them happy and what happiness means to them.

What roles do you play in developing the creative vision for the project?
-our vision stated that we believed that happiness should be fundamental human right and this should be explored through the art work.
-we gave the artists a brief to explain what was expected to them. We gave them artistic freedom but a stimulus for the work.
-our venue was also part of our creative vision. The venue is an all white building which allowed the artwork to be the focal point, enhancing the theme of the event. 
"Our creative vision has been developed through multiple inputs with the same end goal."

What roles do participants play in developing the creative vision for the project and how do you enable these roles?
-interactive/participatory activities, used both before and during the event.
-live twitter feed at the event; social media was a large part of our marketing strategy. Using a live twitter feed at the event was an activity that could keep the audience at the event and was also a feedback element for us as a production group.
-tags; during fundraising events and at the actual events, we gave participants coloured suitcase tags and pens and asked them to define their definition of happiness or what makes them happy. People find this challenging and can be relatable to our stimulus and vision.
-increased engagement 

How much do you challenge participants and yourself?
-Participants; giving artists a stimuli can sometimes narrow their creative output, but is allowing us as a production team to have some control on what is created.
-making the audience and artists question their own definitions of happiness (personal development)
-Yourself; transferring skills to new tasks and working with art mediums we have not worked with before

How are audiences for the work addressed?
-social media (facebook, twitter, Instagram)
-artwork triggers emotion of audience, subconscious response
-"Social media provides a platform for a wider audience to interact with the project and become involved before, during and after the."
-vision of happiness being a fundamental human right widened the target audience as happiness is not targeted or segmented so anyone was welcome to participate. 

Group 2  Conversation B
Conversation participants: Hitoe Victoria, Ramona Ornella
Note taker: Jiwon Hwang  
Chair: Emile Mendy


Introduction
We are a group of students studying Arts and Festival Management at London South Bank University. We've been studying a range of theories and case studies in arts industry and as second years, we are meant to create an arts event from scratch. This evaluation will define our working progress, skills and reflection of ourselves between last year until now. We are trying to review the challenges of our course as we are learning in a professional context in regards to the following questions.

What roles do you play in developing  the creative vision for the project?
- we've learned academic skills such as marketing, finance and law combined with practical skills along with internships included as part of the degree.
-"helped us put academic  and theory skills in practice in a professional context"
-Develop language and  academic skills  writing
-Useful marketing method

How much do you challenge participants and yourself?
-Lack of consistency  of the course
-Need more academic support
-"Where should I be in this industry"
-Self-development
-More pressure as second year

How are audiences for the work addressed?
-Define the event first
 -Segment the audience by location, interest and community

How important is experiential learning and/or peer support for your practice?
-Peer support is crucial since it is a teamwork
-See actual process 

Group 1&2  Conversation C
Conversation participants:, Jessica Clark, Anna Morales, Beccy Spurling, Hitoe Victoria, Ramona Ornella, Jiwon Hwang, Emile Mendy

Note taker: Milly Wheeler . Chair: Helena Tipper

1. How has working with professional enhanced your learning? 
Communicating on a professional level
Conversation moved to general issues with course expectation: 
"Don't get taught anything?"- reference to not getting enough practical learning 
"Irrelevant" - reference to theory 
"What we learn in lectures covers a small percentage of what you need in a practical event."
"The course isn't quite that on a practical level." 
"Too academic"

Reference to university courses being academic, and wanting practical learning that prepares you for work

How many of you are aware of participation in the arts? 
The students have all included participation in the events they are delivering 
"It could be important to learn about participation."
More practical based
Participation as a marketing tool 
Participation as a small element of all modules (especially marketing / education), less consensus on having a dedicated module to participation. 

Dream course 

"Substance to lectures isn't enough" - reference to first year being too basic in 1st year
"Learning participation would be a valuable skills for marketing" - referencing new audience engagement 

Course split - theory year 1, practice year 2 - there was a consensus it would be better to deliver this simultaneously, timed so the theory informs practice "all theory when learnt has been lost when applied to our event", "Had to cope with things we didn't have a prior knowledge of." "More support that is tied in properly" "It doesn"t make sense when you pay £8,000"

Need for real life examples 
"Learning as you go"
"peer group learning should be introduced in year 1" 

Have you gained skills of working with an audience? (referencing event module) 
5 yes, 4 no