CSM Degree Show Two saw graduating students from the design subjects exhibit their work to thousands of visitors. Whilst many used digital technologies in the execution of their projects this article concentrates on those who explored technologies from a critical perspective.
Questions relating to the changing techno-cultural landscape, as well as those relating to privacy, identity or addiction were tackled, not to mention digital working environment exploration by MA Innovation Management.
Sarah Kante takes a look at some of the work exhibited during the Degree Show.
In Degree Show One – part 1, Sarah Kante looked at the ways in which CSM graduating art students reacted to or questioned the themes of Time, Social Media and Identities. In this article, she continues to look at Degree Show One, this time through the lens of students who took an interest in the idea of Environments and Realities – virtual, physical, fragmented… Continue reading →
LCC journalism student, James Childs is researching the impact of digital technology on Hip Hop through multiple lenses. In this second article, James meets 25 year-old South London rapper and producer Richi Fingaz who has published several music videos on YouTube. This article will explore how digital technology has impacted upon the experience of the Hip Hop producer and the production process. Through analysing the technological change in Hip Hop production, this article seeks to understand the creative process of constructing a Hip Hop beat – where questions of authorship and editing become of importance. Continue reading →
Degree Show One at Central Saint Martins took place in May 2014, with an array of remarkable pieces on display from the Art Programme. Sarah Kante takes a look at some work of students who questioned digital technologies and our digitally mediated lives. From the subject of time, to a sense of fragmented realities, via social media and identities and environments (physical and digital), the scope of this year’s graduating students’ experiments and perspectives raised a lot of questions. This article is the first of two blog posts. Continue reading →
Moodle, the UAL’s new virtual learning environment (VLE) has been operational for about a year now. Each course has a site, and students can use it to check timetables, download files or access a brief, for example. To introduce a VLE into any institution at a time of rapid socio-technical flux can be problematic, especially with so many competing digital platforms vying for students’ attention, such as Facebook, Google Tools, Twitter, or blogs.
In this article Sarah Kante takes a look at the user experience of Moodle, asks a range of students – the primary audience – how they use it and what they think of it, and tries to understand how this very important educational tool might be improved. Continue reading →
The hottest day of the year so far, the FA Cup Final and the Data Jam event at the Open Data Institute all coincided on 17 May 2014 in London. Enough has been written about Arsenal’s victory, so this post concentrates on the creative exploration of open data.
As part of Central Saint Martins’ Restless Futures programme, UAL’s Charlotte Webb organised a workshop with the ODI, for curious students and staff to collaboratively and creatively engage with the possibilities of open data. Continue reading →
Dr Dre on stage. Creative Commons copyright https://www.flickr.com/photos/yoyo/12076130315/
University of the Arts London journalism student, James Childs, is exploring some of the ways in which digital technologies have impacted upon, and are influencing, the practices of the Hip Hop community. He is doing so in order to explore what digital literacy means in an holistic sense, what are the different forms of digital literacy that a creative community displays and how might their experience help other artistic communities to understand their own evolving relationships with digital technologies? What does it mean to be digitally literate in the world of Hip Hop?
For his first article James spoke with Fatawu Issah, a Hip Hop enthusiast and fan. Continue reading →
Design practices do not exist in their own little bubbles. They exist in relation to the ‘bigger picture’ of the world we live in. To address the many cultural, social and environmental issues that designers must consider, CSM runs the collaborative ‘Bigger Picture’ project for second year students in the Autumn Term. Design students from Product, Graphics, Ceramics and Architecture work together, and use a blog to work towards a collective understanding of big issues.
In this article, Sarah Kante looks at what the Big Picture is for designers, as well as how blogs might mediate collaboration.
Copyright Svala Regnars, MA Photojournalism and Documentary Photography, LCC
I was struck by the comment of Sarah Kante, a recent UAL graduate, who explained, “What really is missing in an online learning environment are the creative physical environments, the people we meet, and of course, the technicians we all rely on so much.” Coincidentally, the previous evening I had read an interview with CSM technical specialist Billy Dickinson who, when asked about his biggest creative inspiration, replied “The students. It’s inspiring to be constantly surrounded by new ideas and be challenged to support them in finding different ways to realise their visions.” Whilst not wishing to provide a schmaltzy article about an apparent love-in between students and technicians, I do want to highlight how important these reciprocal creative and respectful relationships are, and how vital they are to a successful and socially constructed art and design Higher Education (HE) experience.
Yes, the calibre and commitment of CSM’s technical staff is impressive; they are as good as it gets. But what I want to take for a wander in this post is the concept of mutuality – the active role of the social situation in the spatial context. However, the focus will be the virtual learning environment, i.e. the digital space, so I’m going to shift attention from the emotional creative relationships in the 3D workshop space, and ponder whether the form of social solidarity that Sarah and Billy expressed can be fostered and sustained in an online art and design learning environment. Continue reading →
As we are well aware, digital technologies have impacted massively upon the ways in which students learn, and how they engage with one another and with the University. The learning landscape is morphing, and technologies are playing an instrumental part, e.g. the rapid expansion of online learning provision through MOOCs, the phenomenal use of YouTube as an informal learning platform, Google’s new Helpout offering, and an array of other online initiatives – all available across multiple personal devices.
In this turbulent world where much formal and informal learning is undertaken online, Sarah Kante takes a swift look at MOOCs, e-learning, and ponders: what is a good online learning experience, and how can it be applied to art and design courses?