Tag Archives: reflections

Reading Landscape – a collaboration between Geographers and Artists

By Hope Barraclough, Anna Bond, Felix Hall Close, Lucy Ewers, Alexander, Hitchinson, Joanna Hooper, Anna Monkman, James O’Connor, Flora Parrott, Leonie Rousham, Greta Sharp, Dr. Mike Smith, Robin Tarbet, Issy Veysey, Anna Vlassova-Longworth, Stanley Welch, Natalie Wyle

‘Reading Landscape’ is a collaborative project between Kingston University Geography and Fine Art students.

Picture Flora Parrot

Dr. Mike Smith (Department of Geography and Geology, Kingston University) and Flora Parrott (Artist in Residence at the RGS-IBG Collection 2016 and Fine Art Department Kingston) invited students from both departments to respond to the concept of ‘Reading’ a landscape or an environment and to develop an individual method of collecting data.

Central to the collaborative work was the use of a site or location as a focal point: it would be viewed and analysed through the “lens” of each discipline. In doing so the group would have a new perspective on their methodologies, recognise parallels between what initially appear to be polar disciplinary approaches and understand how methods of teaching and learning can be expanded and challenged through collaboration between fields.

After an introduction to the brief in the Fine Art studios, selections were made from proposals submitted by the students and in March 2016 the group began to meet regularly to discuss methodologies and definitions.

A selection of potential sites were proposed and the Grand Entrance Hall to the Thames Tunnel at Rotherhithe selected. This chamber, on the banks of the Thames, was designed by Marc Brunel and opened in 1843. It is a space with visible traces of it’s past on the walls, an evocative interior, suburban, location starkly different from the surface level at which it is accessed. The group developed plans outlining how the wide-ranging ‘data’ might be collected and pooled in order to develop a collaborative response to the site.

On the field trip to the Grand Entrance Hall the group had limited time to collect their data. The techniques used included sound recording, frottage, pin-hole photography, plane tabling, photogrammetry, poetry and drawing.

“Whilst in the shaft I observed and recorded the different range of activities going on in the space. It seems the breadth and depth of different people’s interpretations and readings will be vitally important when reviewing our time there and trying to retell and interpret the space as we remember it.” Anna Monkman, Fine Art student

The day was energetic and dynamic, the students were fascinated and possibly slightly intimidated by each others’ techniques. The results were recorded on a blog (http://rotherhitheshaft.tumblr.com/) which became the foundation for a follow up workshop in the Stanley Picker Gallery in May 2016.

During the workshop we had the opportunity to reflect on the site visit. The students had become more familiar with each other by this point and felt more able to ask direct questions about the processes used in the space without feeling that lack of knowledge in another field was a barrier.

Fine Art practice encourages ‘thinking through making’ and so in this spirit the students worked on small tasks in break out groups for the afternoon. The tasks had no specific rationale but in carrying them out space for discussion was created. For example, one group took the results from the plane tabling and used them to map the Grande Entrance Hall at 50% scale in the gallery car park. During this time we overheard conversations between students about the importance of practical application and field work in both disciplines. Another task was to map a section of the 3D photogrammetretric model on to the wall in the gallery space using the point cloud data. The pipe from the wall was detached from the model and simplified – this became a pivotal discussion in the making of the final short film and also presented a challenge for PhD student James O’Connor who found new ways in which to work with technologies that he uses on a daily basis.

“Within computer science a very typical task undertaken is to try and structure data by dividing it’s contents into various groups sharing some common information (classification). In the case of the shaft, this task can be done manually as it’s not a huge amount of work, but during the discussions yesterday I noted a few people interested in the fact that science looks to always patch out errors, whereas artists can embrace them.” James O’Connor PhD Geography

This type of exchange, although difficult to quantify, helped both staff and students to deepen their understanding of their own approaches.

One of the most profound conversations to emerge from the site visit was around our own personal metrics and gauges and how they alter our perceptions of space. Leonie Rousham (Kingston Fine Art Foundation) instructed us all to measure our bedrooms prior to the field trip and to then reapply these dimensions within the Grand Entrance Hall using tape on the floor.

The non-exacting and elusive ways in which we a perceive space as individuals is the central theme of the short film. The ideas that we bring to bear, employ consciously and sub-consciously and merge to form our own set of parameters are key to our response at each and every location and that this is uniquely formed encompassing and employing the historical dimension that is embedding there. The tensions between these streams of information are what the project attempts to make transparent.

In the final meetings about the film, the group discussed the site and how to combine the readings; there was no sense of hierarchy or of ownership, it was simply about how best to communicate the sense of place and to include as much of the information as possible. There was very little discussion about the differences between Geography and Art practice, instead there was a sense of symbiosis and shared intent.

 

 

 

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Bright Futures

By Cherish Watton (History student, Cambridge)

From the 1st to the 4th September 2015, the Royal Geographical Society ran their annual international conference programme, this year entitled ‘Geographies of the Anthropocence’. As part of this, I had the great pleasure of presenting on the Bright Futures a programme, a 2½-day residential held at Holt Hall Environmental and Outdoor Learning Centre in Norfolk. The programme, aimed at high school and college students, focuses on energy education and real-life consultancy opportunities offered by Sheringham Shoal Offshore Wind Farm. This case study was one of five presentations on university engagement with issues of community and sustainability in a session sponsored by the Higher Educational Research and chaired by Rebecca Farnum, PhD researcher at King’s College London

The session focused on thought-provoking discussions around how individuals personally react to issues surrounding international research, volunteering and climate change. This was highlighted particularly by Marisa Goulden (University of East Anglia) in her paper on transformational learning and supporting students to be agents of change. Marisa’s presentation raised the issue that university staff and students alike are encouraged to emotionally detach themselves whilst undertaking and studying what is frequently depressing work. It is largely expected by academia that individuals ‘keep calm and carry on’, but this is easier said then done and needs greater consideration. Marisa highlighted the benefits of supporting individuals to enable them to come to terms with their experiences, and utilise these productively, yet sensitively, to bring about a change in values.

The discussion called to my mind a particular moment on the Bright Futures programme where personal responses to climate change are particularly evident amongst the high school participants. Using the “Best Foot Forward” carbon footprinting cards, they are asked a series of questions regarding their lifestyles (on transport, consumption, and the like). Each response is given a score and students tally up their numbers to get a total that links to the number of ‘Earths’ that would be required if everyone lived as they do. Most Norfolk high school and college students learn they use the equivalent of 2 or 3 Earths. At this point, we see visible signs of consternation, regret, confusion, and reflection, as students’ impact on the Earth is brought home in a pertinent way. After being given time for reflection, we encourage students to look at what small actions they could take to improve matters, starting with their individual lifestyles and then considering actions within their homes and schools. Recognising and acting on this reality is one of the first activities on the programme, inspiring change from personal responsibility and conviction. As Marisa emphasised, we can not shy away from discomfort: sometimes this is what is needed in order to change. It should, however, be carefully facilitated.

The session also raised questions about scaling up. How do the successful case studies in one or two departments begin to transform the entirety of the university system? A presentation from Kate Baker (King’s College London) on the Intrepid Explorers model demonstrated the significant impact of a student-run group in sharing learning and experiences from field research over a variety of disciplines. Oriel Kenny and Su Robinson (Leeds Beckett University) highlighted the diverse opportunities offered to university students to participate in volunteering as part of their university experience, particularly in the Politics and Applied Global Ethics programme that requires volunteering as part of its degree. The key message from presenters, as introduced by keynote Professor Tim O’Riordan (University of East Anglia), was the need for collaboration above all. The projects presented are united by their multi-disciplinary approach to bringing together groups and individuals. Bright Futures’ multi-tiered mentoring makes use of the connections between high school students from both Norfolk and Norway, university students from the University of East Anglia, Marshall Scholar postgraduate and PhD students, and local businesses and charities. Mentoring takes place at every level, enabling everybody to learn with, and from, each other in a supportive and inspiring environment.

All of these programmes develop the universal skills and confidences needed to tackle sustainability – teamwork, communication, leadership and collaboration. At the heart of these experiences is the aim of, and need for, equipping the next generation to adapt and be creative. This is central to the Bright Futures programme, whether it is via team building activities in the shape of cheerleading rock, paper, scissors or young people presenting on the impacts of climate change and how they want to reduce energy usage back in their schools. Young people are eager to seize these opportunities. It is the responsibility of the university and ourselves to provide and link up opportunities in the emerging green economy so young people feel equipped to deal with the challenges of tomorrow. In the words of a recent participant: “I think that this is a valuable experience that should be offered to more pupils; when we become adults sustainability will be our problem, and it’s important that we have the chance to understand it more now.”

To read a dialogue between Rebecca Farnum and Cherish Watton on the thinking behind Bright Futures, please visit https://beyond2015.acu.ac.uk/submissions/view?id=123

To view the Prezi presentation given in the session, please go to https://prezi.com/flmwmjsgvicq/bright-futures-presentation-september-2015/

 

For more information about the Bright Futures programme, visit their website at http://brightfuturesnorfolk.wordpress.com/

Cherish Watton

 

Cherish Watton is currently in her second year studying History at Lucy Cavendish College, Cambridge. Before studying, Cherish set up in a business, working as an eco-consultant and social entrepreneur for Cherish Watton Enterprises in Norfolk. Her work has focused on running environmental residentials, evaluating programmes and developing opportunities for young people to seize the potential of the Green Economy based upon their interests, passions and experiences with environmental issues at school and college. Cherish also founded and runs http://www.womenslandarmy.co.uk, a website on the work of the British Women’s Land Army during World War One and Two. Cherish is developing the website so it becomes the national online hub for information on the Land Girls and Lumber Jills – sharing original documents, magazines, photos and videos.