VIRTUAL MADRID FOCUS ON PEDAGOGY

Abstract

In this paper I will discuss an Academic Support workshop using experiential pedagogies that I wrote and co-delivered 5 times (2024-25) which focused on enabling BA and MA Fine Art students to learn analytical and reflective skills. The workshop invited students to analyse 3 artworks and then asked them to make their own artworks using the same methods as each artist. For instance, the artwork Negative/Positives by Lubaina Himid was discussed by the students before they were asked to use the methods of the artist to redact their own double-page spread of the Guardian newspaper then analyse what they had made. The reactions by the students to this activity were diverse, becoming much richer than simple redaction. The artwork Untitled, 1991 by Félix González-Torres was discussed then students were asked to take or find ‘an image that can discuss something that matters to you’. Finally students were given images in response to Martha Rosler’s classic artwork, The Bowery in two inadequate descriptive systems, 1974–75 and students were asked ‘what can you write that would challenge viewers’ relationship to the image, having unexpected effects?’. The paper will include examples of visual outcomes from the workshops and will enter into analysis of some of what the students created, meaning that the paper sets out to engage in a meta-level reflection on the students’ analytical artworks.