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At the time I was thinking about how school closures and measures such as 'social distancing' (implemented in response to the Covid-19 pandemic) had begun to affect my job as a teacher of Art, but also more specifically my ideas about examination and assessment in Art as a secondary school subject. I knew I needed to use the interview format as this was a condition of the task. To dodge this I articulated some of my ideas as a written statement but stylised them as an interview. My aim was to create the impression of a relaxed speaker, formulating his ideas as he spoke in a relatively informal and conversational style. My hope was that the statement would feel as if it had been dictated to a typist. For fun I used a web-based TTS (text to speech) service to create an .mp3 file of the finished text. The recording contained many strange and unexpected changes to the emphases of the statement which I thought were very interesting. My next step was to record myself reading the AQA A-Level Art & Design exam specifications. I chose this text because it is notoriously difficult to understand. It is almost as if it is not intended to be spoken. Despite this I attempted to deliver it conversationally and with a degree of conviction. I wanted my delivery to look natural, but this intention was frustrated by the fact I had to read it from a nearby screen. Although not ideal this effect did add something to the film. To finish the film I layered the TTS audio over the me reading the specification. During the editing process I cut in a second angle I had shot for the ‘questions’, panned the audio hard left and right, and cut to black at various points to provide a form of visual punctuation. The resulting short film is available to view in its entirety on Youtube. Below is the text I converted to speech using the TTS software. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ What effect has social distancing had on art education so far? I think it's exposed some of its flaws, undermined some principles perhaps, but it's also been a chance for us to think a bit and reflect on everything. Practically speaking we've had to collaborate more, and react instinctively to what's happened, just to fulfil our responsibilities. That part has been really exciting, but whether or not it'll actually work, that remains to be seen... For the kids I think it's been an 'in at the deep end' scenario. They are used to structure and routine, and so are we to be honest. We gradually give them freedom and responsibility and ask them to be more independent as they grow, but 'too much too soon' can really 'throw' them. I think it’s probably 'throwing them' right now. What effects could it have in the long-term? I am hopeful that some of the awkward novelty of the virtual classroom will fade, and everyone will learn a bit better how to get the most out of it, but I don't think it will ever provide an equivalent experience. It'll be different, better in some ways maybe, but so much will be missing from it. The relationships won’t be there for instance. The lack of access to materials, space and equipment will also really exclude some students, and it will limit teachers as well. The technology will lead the work in different directions. Will it have an impact on how students are assessed? Well yes. I hope that what has happened encourages us to think and speak differently about exams, grades, testing and assessment. All that stuff should be way down the agenda for students. It's more of an instinct or observation and not an informed understanding, but I do feel students get very little educational benefit from being fully ‘let in’ on their assessment. It's vital for teachers practically speaking and it provides a structure which is useful, but I don't think it's an effective tool for teaching and learning, at all. It is more of a problem I think. It gets in the way. If education is not about passing exams and gaining qualifications, then what is it about? Well I think - so much more! I always say this - Even if you remove the academic content, the skills and the knowledge, etc, there is huge value in just getting people together and sharing experiences, socialising, being around others. I try to say this to my students fairly regularly, but when I do I can tell they think I've lost the plot, because they are so used to the system we have. Education is a practical way of putting people on a path that suits them, but we’re teaching people to know themselves, and get a sense of their potential. That’s what matters. And in art, how does everything work without the end-goal of a qualification? In terms of art specifically the obvious first answer is about making work. The sketchbook, the portfolio, the picture on the wall, sculpture on the sideboard, etc. That's what it's primarily about as opposed to the qualification. There’s an opportunity to make something you can share, and keep a record of, to look back on. It is autobiographical but not in an immediate way. When you look back later you realise you've been creating evidence of yourself, of your existence. You've been writing your story. Even without the number or letter at the end, you've got something that demonstrates what you’ve been through, what you've learnt or understood. Maybe there should be an opportunity for more tangible outcomes in the exam-focused subjects like History as well. A book or short film perhaps... How can we motivate students, without exams and qualifications? I think it's a question of emphasis. You can't deny the existence of the qualification or the practical need for it, and in fact the system can be useful to create a little urgency, but I've never been a fan of showing students the actual assessment objectives. I know that will sound outrageous, but I've found it just creates a box-ticking scenario, and that it leads students away from what should really be motivating them. It does help keep things objective, but it doesn't seem as if it's for them. It's for us teachers. In an ideal world, at the highest level, art students and artists should be motivated to make work by a desire to investigate things, to explore the world, and also a need to articulate themselves and communicate. There is an opportunity for expression as well, and exploring the self, but I am a little squeamish about that idea, specifically with regards to young people. Anyway, I think that when they are properly engaged on that ideal sort of level, talk about grades is just irrelevant, and a bit cheap. Do you know what I think the most useful thing about the qualification is? It's a deadline. It's an end-point, but even that can contradict what it means to be an artist. For artists any endings are really just more beginnings, but there isn’t enough reflection post-exam. I am trying myself to make a change to the language I use when teaching. To put the emphasis where it belongs and to enshrine or promote the right qualities. It is very hard because the existing vernacular is so deeply entrenched. Parents and the wider public know it and use it. The kids come in using it in Year 7. Something I have been trying to do, is to not talk about 'final pieces'. It feels important because it distinguishes art as a field that requires its own framework. The idea of the ‘final piece’ is something that happened in response to the idea of the ‘art exam’. Little things like avoiding the words ‘final piece’ - they seem almost petty, but really the language is one of the best tools we have and it is powerful because to be honest they just soak it up and don’t question it, so why not use it to define expectations? With my first ever GCSE group, I realised how quickly the conversation about grades and levels went off-track and just became counter-productive. They felt entitled to a concrete answer. 'How good am I?' I couldn't give them one and it just never helped. It sounds obvious but I think we should start by celebrating work that embodies the values we want to promote. For example, a word that I have found myself using a lot recently is 'rigourous'. Artists who interrogate and investigate with rigour, it comes through in their work and it is integral to its value and their skill. But how do you assess rigour? You can't quantify it or really even define what it looks like, but when it shows through in a young artist's work you know that they are really thinking like an artist. Now immediately I am thinking to myself 'well actually, rigour, yes that comes under such-and-such an assessment objective', but in order for students to really buy into an idea I think they have to be part of a culture where it is genuinely celebrated, and let's be honest, teachers want to do their own thinking. It has to be organic in order for their to be some force behind it. It makes me realise why I've seen examples of art teachers writing their own criteria, even though they're submitting work to an exam board with very specific expectations. It's because they're not interested in just giving the exam board what they want. They are trusting the exam board to recognise what they're doing but they're not letting the criteria get in the way of their own thinking. They have figured out that it’s backwards to think that way. How could teachers objectively assess and provide feedback for students without exams and qualifications? Well again for us, in art, it's easy, we just look at their work, ask them about it, read their writing and make a judgment. The judgment could be a grade or a piece of paper, or not, but an exam isn’t strictly necessary for the purposes of assessment. An environment where sustained effort is possible - That is really useful for most students, but the idea of an ‘exam’ in the traditional sense and the perception of it as a finale are not. Art teachers can separate what matters from what doesn't without having everyone produce one, huge piece of work at the same time under identical conditions. They’ve had a whole year under those same conditions. What we're looking for is their ideas, but it's specifically how they're managed, not necessarily their quality or quantity at any point. It's how they're nurtured, maintained, developed... That sort of thing. That only comes from looking at the whole body of work. Does the cancellation of exams mean that students' efforts have been for nothing? I would argue 'no'. Emphatically 'no'. As long as they don't quit now, or destroy their work. The major disadvantage is of course the lack of access to support and to facilities, but if they can find a way to make work at home, with virtual support, the negative impact on their work could be pretty small, and it doesn't affect what they've achieved already. I am really worried that if this generation of young artists accept the idea that without an exam, a final piece or an assessment their work is invalid, their belief in the importance of art could be really damaged. https://images.squarespace-cdn.com/content/v1/5a1e864db1ffb6b3f7917747/1586278485818-FP28J9XHL27ZRM2VB9ND/image-asset.jpeg Video - Sketchup Animation - 1 https://images.squarespace-cdn.com/content/v1/5a1e864db1ffb6b3f7917747/1586279125154-0NDP3VIDPRV0KSN2M13W/image-asset.jpeg Video - Sketchup Animation -2 https://images.squarespace-cdn.com/content/v1/5a1e864db1ffb6b3f7917747/1586279386679-NE8MCPBGRBUZOOP8Z38K/image-asset.jpeg Video - Sketchup Animation - 3 https://images.squarespace-cdn.com/content/v1/5a1e864db1ffb6b3f7917747/1586281313057-MLPYC0MTMSO0DNZGK4L0/image-asset.jpeg Video - After-Effects Animation PGCE Installation This animation was projected onto an installation I made for my final PGCE exhibition at the Institute of Education, London. It includes scans of prints and clips of 3D environments made at IOE as part of the studio-based portion of the course. The installation was a conceptually unresolved (open-ended) piece of work created via a branching process of experimentation and exploration. The viewer was invited to respond inquisitively. The installation was a sort of miniature, geometric landscape made from small pieces of wood. Each piece of wood was identical in terms of the floor space it occupied, but varied in height from 3-7cm. Some of the pieces of wood were printed with drawings made by hammering wire into their surface. The whole installation was covered in sifted white flour. The pieces of the landscape were uniform and fit together neatly like keys, bricks or children's toys. Their varied height created an interrupted surface that could signify an abandoned process or a workstation in use. The flour settled naturally in smooth, dune-like forms over the installation. Its surface was undisturbed, alluding to the passage of time. The flour was reminiscent of dust, sand or silt, but unavoidably it seemed out of place as a material. Flour is pure and refined, but also a raw substance. To me it signified a starting point, a building block and a waste product all at once. Strange, esoteric shapes, images and characters flickered across the installation - scanning, decoding, or calculating. The complex, indecipherable nature of the animation seemed to represent data of profound value, locked out of reach. When making this work I was thinking about ways of encoding and decoding the creative process, and wondering whether they were worthwhile. I was considering the ways society understands, accepts and attributes value to art and artists. I thought about how specialists have adapted to meet the expectations of society and what limits this has imposed upon the language of art. I tried to imagine how artistic endeavour might assume a role of greater importance within society and how this might affect social structure and culture. I wondered how such a society look and feel in comparison to our own. As an opponent of specialisation I was inspired to create an ambitious piece of work that required a degree of technical flexibility and a willingness to take risks. I still believe fervently that to play and ask questions are the most important things an artist can do. With this installation I aimed to articulate, promote and embody this belief. 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