To find out more details about the transfer to The Open University see A New Chapter for OCA.
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The Regional Europe group organised a virtual meeting day where eleven students across the world worked together under guidance of an OCA tutor. Here is some feedback on the event, through the eyes of the main organiser, an attendee and the tutor.
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In its 30 years OCA has evolved from face to face and correspondence courses to a blended internet and distance based offering and has defied traditional educational boundaries imposed by age, geography, previous experience and privilege. Through technology we can create a borderless community which serves personal, creative and autonomous interaction between students, tutors, and peers.
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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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Based on student feedback, OCA has committed to introduce group work as a core teaching element by 2020-21. We envisage that all undergraduate students can expect access at least one session per course unit or annually, and group work will be offered in addition to existing one-to-one tuition.
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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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Sketch-a-day is the name of a community of people that create and share drawings and sketches every day. During January I committed to doing a sketch every day for at least one-month, partly because the beginning of the new decade seemed like an auspicious time to commit to something, and partly because I was intrigued to see what I could achieve.
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Caroline Conolly is part-way through her first OCA Level 1 course, Exploring Drawing Media. During assignment 2 her tutor, Cheryl Huntbach noticed a liberated, curiosity and playful approach to Caroline’s drawing processes and methodologies. She invited Caroline to have a conversation about her approaches and ideas, which might be equally fascinating and insightful for other students to read.
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This study visit was a once in a life time opportunity to explore many works of art in their context and with the input of guides and tutors. However, much of the value of the trip lay in the conversations, particularly with tutors, around practice, research and the practicalities of getting your work out there .
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Through a conversation between tutor Lydia Halcrow and former OCA student Andrew Howe, this blog post explores themes around making through walking and Psychogeography in relation to Andrew’s socially engaged, collaborative and multi-disciplinary artistic practice. The blog post is in two parts with some recommended reading that has shaped the development of Andrew’s practice during and since his time at the OCA
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When I started my first module with Open College of the Arts, I hadn’t even committed to a Undergraduate degree let alone considered the possibilities of going on to study at master’s or PhD level, but here I am! My time studying with OCA allowed me to start believing in myself giving me the opportunity to fully explore materials and techniques that lead eventually to a very research-based approach to my practice.
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