sustaining practice Blog Posts | The Open College of the Arts
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sustaining practice


Student stories: Craig Sinclair, Photogrpahy.

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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A series of triptychs

In this post OCA tutor Jim Cowan presents a digital visit of his current exhibition featuring a number of paintings constructed in the format of a Triptych beside others that have been painted separately but seem to belong in groups of three.

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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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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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Student work: Hugh Hadfield

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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Student stories: Timothy Van Zundert, Photography.

I came across the OCA by chance and it initially seemed too good to be true. I wouldn’t have thought that a creative degree was possible from home. By this time I had found an interest in photography and the idea that I could undertake that in my own time at my own pace was enticing.

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