10am to 5.30pm
This two day Unconference provides an opportunity for staff, students, sector and industry to discuss and explore the impacts and challenges of new technologies on art, design and performance in curriculum and practice. Staff, students, sector and industry are invited to join an informal participant-driven discussion which will reflect and build on the experiences of recent Digital Making Art School events at Tate Exchange in February and March 2017 and will question:
How we integrate digital making in arts curriculum & practice?
Demand from staff and students in Further Education (FE) and Higher Education (HE) to experience, learn and share knowledge about digital making and new technologies continues to grow rapidly. Much of the new digital work and experimentation is student led, and students currently provide the momentum for change and in defining its relevance, mostly from outside the curriculum. It’s very difficult for course teams to respond to rapid and complex digital change in the sector and learning and teaching (L&T). For example: understanding what’s out there, pointing students in right direction/opportunities, having critical perspectives, sourcing specific teaching expertise and finding/creating resources & support.
Areas we aim to explore:
Booking your place:
Places are limited, if you are interested in attending please contact Chris Follows email@example.com to RSVP, let us know your area of interest and which day or days you would like to attend, you are welcome to attend both days or just a morning or afternoon session, whatever your preference.
This event is part of the Digital Making in the Curriculum project, led by CCW Learning, Teaching & Enhancement (CCW-LTE) at Camberwell, Chelsea and Wimbledon Colleges of Arts, UAL. CCW LTE support the Digital Maker Collective a group of artists, designers, staff and students from UAL who explore emerging digital technologies in arts, education, society and the creative industries.
Image of Gesamt performance at Tate Exchange. Photograph by Abigail Fletcher.