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Student stories


First past the post. Part 2

A continued conversation between Programme Leader Catherine Byrne, and Interior Design student, Lee Anderson, who has just completed the first HE4 degree unit on the OCA Interior Design BA Hons course.

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Student stories: Craig Sinclair, Photography.

Photographing another person is a collaboration. Realising that the camera helps but a good photographer can make an image using any camera; the gear isn’t as important as you are led to believe in all of the advertisements.

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Study event review: Lisbon 2020.

Having been a student with the OCA now for four years I have attended many student study visits. When the news came of a study visit in Lisbon alongside my current tutor Diana Ali there was no doubt that the trip would be beneficial. Especially considering how inspiring Diana’s own work has been on my practice.

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First past the post: Part 1

It is an exciting moment for Interior Design studies at the OCA as we have recently had our first student complete the initial HE4 degree unit and submit for assessment!

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Student stories: Martin Richardson, Music

In order to complete the project successfully, it proved necessary to learn a lot of new skills. The OCA courses provided me with an excellent foundation, not only in terms of learning about the fundamentals of composition, but also how to undertake research and to work in a structured way.

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Study event review: PADA studios – an artists residency, Lisbon 2020

The concept of an artist’s residency may be familiar, but a tour around the PADA studios by co-founder Tim Rolston gave OCA students a fascinating insight into the practicalities and workings of an artist’s residency. The tour was an itinerary item on the cross-discipline OCA study visit to Lisbon, 25-27 February 2020, arranged and facilitated by tutors Diana Ali and Dr Michele Whiting (Michele having been a resident artist at PADA during 2019).

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Student stories: Michael Colvin, Photography.

“One of the most important lessons I learned while studying with the OCA is not to give up. That when an assignment does not work out first time it is not a failure but a work in progress. Once I experienced this a number of times I realised that I could work through problems and my confidence in my own abilities grew.”

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Student stories: Sophie Devereux, Textiles.

I had to resit this module. Of course I was disappointed to have to do so, but it forced me to reflect on how and what I was learning. With the help of the course leader, Rebecca Fairley, I learnt how to use critical thinking skills to notice things I hadn’t considered before: especially composition and marks.

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Student stories: Lynn Derriman.

Your choice of words, ‘active slow-creative journey’, really resonates. I feel that there is a direct link between the length of time I have been allowed to engage with this learning experience to its fullest extent at my own pace and how much of that acquired knowledge I’ve durably assimilated and integrated into my own creative practice.

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Student stories: In conversation with Andrew Howe. Part 2.

Edgeland landscapes are diverse, ranging from non-places, like industrial estates and retail parks, to degraded post-industrial sites. There is often a duality in places like urban woodlands or derelict sites because they can be places of peaceful refuge and biodiverse wildlife habitats, places where young people can experiment away from adult gaze, whilst also being perceived as places of threat

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