Peter has given a written report this time, but has suggested a video tutorial next time which sounds like a good idea.
My tutor has suggested that in the very full response I have given to assignment one, there were things which were not relevant to the question at hand. This seems a very fair comment.
To explain my approach to these projects, initially I began to summarise the texts through relatively isolated sentences, and a page number indicating the source page. At the end of the project I tried to summarise my knowledge by answering the questions posed in the OCA handbook.
At this stage I had felt very bogged down by the complexity of the average text in the readers (though this did vary). As I continued to work on the projects, I did not necessarily find them easier to understand, but I began to get better at working hard to understand the text. I was pleased to see just how much I was enjoying and understanding the texts, and a few projects in I was developing a slightly more comprehensive response to them, initially satisfied by added written notes or questions (often in italics to show they were my own).
As I read more of the texts I became a little more polished in my text summary, which developed into prose style and Harvard citations (including page number). Additionally I started incorporating the many ideas that I was having into the text via extended prose. These included both ideas of my own, contextual references to similar (or dissimilar) ideas by other thinkers, and (to my surprise) many thoughts about how the texts were written- their clarity, their language, their consistency, or the words and phrases used.
An interesting consequence of this collation was that I became a little better at indicating the different voices within my text through signposting. The main body of the text was simply summarising the author’s ideas (signposted by the text citation), my contextualisation was indicated by citations to other authors, and my own ideas were not subject to citations. I hope over part one that the different voices are becoming more clear. I have not really thought about that technique much before, but began to experiment after reading The Harvard Guide to Using Sources (2016), and making notes and reflecting on them (see my BLOG – ‘An exercise to improve my use of academic sources’).
To return to my tutor’s comment, I think I’ve tried to enjoy the process of writing my texts, and have slightly taken my eye off the ball with respect to keeping strictly on the question. I hope this will become less of a problem if I concentrate on remaining relevant from now on.
My report has highlighted that finding out the ‘why’ of artist’s work is key, and that no one period or idea contains the right answer. Sometimes the former question seems the most difficult; after all we seldom have an artist’s view on exactly why he produced a particular work. More likely we extrapolate our thoughts about his general ideas, which seems a reasonable technique.
In my projects so far I have tended to use ideas from the essential texts I have read for the projects. It would be useful to try and broaden my use of citations to include other sources that I have looked at on the net, or in wider reading.
During my reading I have tried to keep an open and flexible mind on which articles to cite in relation to the ideas in the project texts. I’ve followed my intuition in using both the ideas of others (and how they relate to the project text), and also my own ideas. Indeed one of the exciting things for me has been how many ideas of my own (of course no idea is truly original) I’ve had.
I have consciously let these ideas flow and worked against the thought that I should not say them, especially if they look a little tenuous, or if they are critical of a text’s style or inconsistency. Instead I have taken the view that even if my ideas are non-sensical, or opaque to someone else, or that I am in the wrong (and ‘a more learned reader would see that’) , or that the text is not inconsistent, or the style is like that because ‘that’s how great thinkers express themselves’…….even if all these things are true, it’s better to have ideas and risk it (though some fail in the final analysis) than to be struggling to express myself.
I have also enjoyed being a little more creative with my own language and style, and even allowed myself to write slightly longer sentences than is usual for a scientist (which in another life I am), for added effect. This may also have contributed to the wordiness of some of my writings so far.
From a purely practical point of view, I am under a little time pressure on this module, and it will take enough time to effectively analyse the relevant questions for my responses, without addressing those that are less relevant.
My tutor has annotated my assignment, and has indicated that these are questions which It would be good to think about;/write about in my BLOG, which I shall try to do.
Although my tutor is happy with my BLOG so far, he has correctly pointed out that I need to include some responses to exhibitions, websites and my learning process. This module is so different to my previous painting module that I seem to have forgotten to include these types of writing (with a few exceptions). I’ll try to remedy this by regular reflecting after my projects, and regularly visiting exhibitions and websites in the future. I will also undertake a brief review of my projects so far with a view to some retrospective analysis of my learning.
My reading so far has been concentrated on the 3 essential texts, ways of seeing (John Berger), Art in theory 1900-2000 (Harrison and Wood) and visual culture: a reader (Evans and Hall). I have begun to read and occasionally cite ideas from the visual culture reader (Mirzoeff-the 3rd edition is the one I’ve got). It would also be useful to widen my reading to include regular visits to the OCA website, and the other websites suggested. I have decided to buy Art history-the basics (Pooke and Newell) because it looks like this book may put visual studies into a context of the Art that I am used to looking at, whereas the texts above tend to be more general.
Harvard College Writing Program. (2016). Harvard Guide to Using Sources [online] At : http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page350378. (Accessed on 13 November 2016).