11 Sep 2024

This blog was written by artist and lecturer Leyman Lachine, a PgCert student from the 2023/2024 cohort, as part of the Higher Education in Practice: Personal reflections on your discipline and the wider context of higher education submission. It is titled 'Collaborative Colour Harmony'

Leyman Image 1

We are now over halfway through the Pgcert, and I am reflecting on my journey not only as a student in the program but also as an art practitioner and fashion design lecturer. As we are tasked with creating a creative response that intertwines with our creative practice, and considering art's intimate nature, I wanted for this reflection to feel more intimate, unlike previous reflections wrote during my studies, which were focused pragmatically on my teaching practice. This intimate approach allows for vulnerability, aligning with the empathetic principles of companionate learning, humanistic approaches, and inclusive pedagogies that I have been studying and embracing. 

When dealing with existential challenging narratives in painting such as life and death, can create a gap difficult to bridge for an audience.  Therefore, the idea of bringing together closer to a centre point of interest. I have recently been working on a new colour palette that feels warmer as I tend to think that warmer colours reduce the distance between the audience and the work.  Sort of Closing the distance through colour harmony.  

I apply experiential learning methods to understand this aspect of my practice, through trial-and-error experiences.  I lay pieces of paper on the table and build layers of colours, making marks and observing how they interact and establish a hierarchy of visibility yet equally all important. I pay attention to which colour catches the eye first and how they guide attention to the next, creating a logical path of visual exploration. Its never necessarily the biggest mark on the surface that you first notice. Often, a little mark of colour in the corner will catch your attention and drag you in the picture.  

Experiential learning is an aspect of holistic pedagogies that I enjoy exploring with my students. Genuine education arises from experience, yet not all experiences contribute equally to learning. Some experiences may even compromise future growth and learning.  

In his book “Experience and education” Dewey, J. (1938) highlights the dual aspects of experience: immediate enjoyment or disagreeableness and their impact on subsequent experiences. Dewey highlights the importance of selecting high-quality experiences that not only enhance present learning but also positively shape future experiences. This idea of joy or enjoyment has strung a cord in me. As recommended by Advance HE (2022), adopting a collaborative approach to curriculum development can support wellbeing by spreading workload. I have begun reaching out to my colleagues teaching same cohorts to align their units and assessment with mine. Building on this, and prioritising the notion of joy within the curriculum, I revised the scheme of work. I focused on enhancing the workshop that students found most enjoyable, extending its duration to two or three weeks. This involved modifying and expanding the deliverables to ensure they still aligned with the intended learning outcomes.  
The objective was to minimise students' homework load while encouraging them to complete the majority of their work on campus, as well as promoting a more enjoyable learning environment. 

Leyman Image 2

Figure 2. Author’s Own (2024) Colour research [Photograph]

From my experience working for an institution that is promoting  WP (widening participation) students, It is essential to reconsider the curriculum design and curriculum delivery to a more inclusive and accessible approach.    

In colour harmony, the individual autonomy of a colour is essential to exist within the wider composition. Just like students autonomy and self management is essential to exist within their community of learning. For this, a collaborative approach with Learning and Teaching Teams is important. As suggested by by Advance HE (2022), when talking about Holistic Self-Management 

"Developing student self-management, therefore offers opportunities for collaborative partnerships between subject academics, Learning and Teaching Teams and Student Services." 

"This offers opportunities for collaborative partnerships on curriculum design and delivery between subject academics, Learning and Teaching Teams and Student Services."  

Integrating holistic self-management education into the curriculum becomes even more impactful when students are active participants in the design process. By soliciting input from students, the teaching team can gain insights into the specific challenges students face and tailor the curriculum to address their concerns directly. This collaborative approach ensures that the curriculum not only meets academic standards but also resonates with students' lived experiences and promotes their overall wellbeing.  

Closing the gaps and reducing the distance to a center point of interest is a fundamental aspect of my teaching philosophy, embodied through holistic principles. While I have yet to explore the integration of colour harmony into my teaching methodologies, my focus remains on cultivating a more harmonious curriculum. This entails incorporating variables such as scaffolding, inclusivity, experiential learning, community of practice pedagogies, compassionate feedback, and challenging elitist and ableist assessments. By prioritising these elements, I aim to create an educational environment that nurtures collaboration, understanding, and growth among all students. 

 Key words 

Creative education, mental health, empathetic curriculum, integrity, ableist practices Holistic approach, community of practice, widening participation, experiencial learning. 

 Illustration 

  • Figure 1. Author’s Own (2024) Colour research [Photograph] 
  • Figure 2. Author’s Own (2024) Colour research [Photograph] 

Bibliography  

 

Leyman Image 2