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Journal ArticleDOI

Advance Error by Error, with Erring Steps”: Embracing and Exploring Mistakes and Failure Across the Psychophysical Performer Training Space and the Page

01 Nov 2009-Journal of Writing in Creative Practice (Intellect)-Vol. 2, Iss: 2, pp 193-207
About: This article is published in Journal of Writing in Creative Practice.The article was published on 2009-11-01. It has received 2 citations till now.
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DissertationDOI
31 May 2016
TL;DR: In this article, the authors present a practice-centred teaching method for collaborative writing for design teams at M-level in higher education (HE) by using Approaches, Practices and Tools (APTs) across three case study workshops.
Abstract: This thesis offers and evaluates collaborative writing practices for teams of Design students at M-Level in Higher Education (HE). The research begins by asking why writing is included in current art and design HE, and identifies an assumption about the role of writing across the sector derived from a misreading of the 1960 and 1970 Coldstream Reports. As a result, drawing on recommendations that were made in the Reports for non-studio studies to be complementary to art and design practice in HE, I focus on how teams of design students can complement their design skills with collaborative writing. Some studies for addressing how design students learn from writing in HE already exist, but none have established a practice-centred teaching method for collaborative writing for design teams at M-level. My research captures the effects of my Approaches, Practices and Tools (APTs) across three case study workshops. I compare these with the most common writing model in HE designed for text-based study in the humanities. My APTs use participants' designerly strengths to redesign how they can use writing to complement their practice. This provides learners with a means of identifying and creating their own situated writing structures and practices. I document how my practice-centred APTs position collaborative writing practices as a designerly mode of communication between design practitioners working in teams. I show it to be more complementary to practice and so more effective in comparison to models imported from the humanities. My explorations are carried out through two thesis sections. Section One is an in-depth literature-based rationale that critically informs my investigations. Section Two presents my methodologies and reports three case studies, in which I explore the emergent data collected through a range of qualitative methods, mapping and evaluative techniques. The findings are of importance to those teaching M-Level design courses.

24 citations


Cites background or methods from "Advance Error by Error, with Erring..."

  • ...as writing Writing as Practice: Practice as Writing Sentences on Christian Bök's Eunoia: writing after language writing, Oulipo and conceptual art 
 (Jaeger, 2009) Discussion paper from the Working Group on Situational Fiction, Chelsea College of Art & Design, University of the Arts London: On the value of Situational Fiction for an artist's writing (Francis, 2009) Advance error by error, with erring steps: embracing and exploring mistakes and failure across the psychophysical performer training space and the page (Clarke, 2009) Holding a mirror to ourselves: how digital networks chAng writiN (Byrne, 2009) Parallel lines: form and field in contemporary artwriting 
 (Mulholland, 2009) Writing as Object: Object as Writing The book objects: writing and performance (Webb, 2009) Glossing Speakers, or bookmaking for amateurs 
 (Leahy, 2009) Hampstead Revisited 
 (Pollard, et....

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  • ...Both Byrne (2009) and Clarke’s (2009) articles link to the idea of mirroring within writing that has been a useful theme for my approach to this section....

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  • ...Both Byrne (2009) and Clarke’s (2009) articles link to the idea of mirroring within writing that has been a useful theme for my approach to this section. Jaeger (2009) and Francis (2009) link to the ideas of appropriation of approaches from other disciplines, which is a key element of my approach....

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  • ...With a focus on the participant in performance practice Alissa Clarke (2009) addresses the role of the language of feedback and “the hierarchical categorization of success, failure, correct and incorrect” (Clarke, 2009:203) in, Advance error by...

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References
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Book Chapter
01 Jan 2003

1 citations