BIOGRAPHY

Graham Barton FHEA

Following an early career in commercial property as a Chartered Surveyor, Graham Barton switched to parallel careers in the performing arts, as a musician/sound designer/producer, and in Higher Education, in the latter specialising in English for Academic Purposes and Learning Development. His educational interests have emerged from these personal and professional changes, and from finding ways to draw on educational theories as vehicles to help learners engage with transformative learning. Areas of pedagogic research interest include academic study as creative practice, contemplative practices for self-enquiry in learning, sound arts practice, threshold concepts and practices, disciplinary discourses, three-dimensional conceptual mapping and other creative methodologies for developing student meta-, epistemic- and systemic cognition. In March 2018, Graham was appointed as a University of the Arts London Teaching Scholar.

David Bracegirdle

I have a background and continued interest in Fine Art and Graphic Design practice, as well as experience in delivering technical support, teaching and supporting learning in art and design, particularly in graphic design, audio visual and digital media. Since 2010 I have worked as the Learning Zone Manager within the University of the Arts London. This is an open access, social and collaborative space that offers students a range of opportunities to study, research, socialize, create and make. Alongside my responsibilities to develop the resource and its offer, I have research interest in the development of digital capability and their integration or interaction with analogue practices. I have also worked closely with Graham Barton to develop Academic Support sessions that make use of our shared interests in audio, sound and the immersive learning experience.

ABSTRACT

"Exploring visual pedagogies through ‘Sonic-Object Based Learning’"

How can sonic objects be used as mediating artefacts to think through visual pedagogies? How can sound production processes help frame questions for learning and teaching visual culture? In this interactive workshop, participants will examine these questions in response to one of the through-line questions of the conference: “How is the world changed, reaffirmed, or progressed through the visual?”. The workshop design offers a point of departure for conversation and dialogue in relation to this question. Participants will engage in a series of improvisations and experimentations with sound, interspersed with discussion and analysis of how such experiences might correspond to the practices and concerns of visual pedagogies.

The workshop builds on a series of ‘Sonic-Object Based Learning’ workshops run for students by the University-wide Academic Support team at University of the Arts London. Drawing on a range of object-based learning pedagogies and experimental processes, the student workshops explore dimensions of creative practice such as ‘flow’, ‘curiosity’, ‘cooperation’ and ‘participation’. Based on student evaluations, and our own critical reflections of the pedagogic spaces created in each session, we propose that the design of these sessions lends itself well to exploratory discussion of complex experience(s), and this underpins the rationale for this conference proposal.