Expanded Practice: Composition in the Postsecondary Fine Arts Classroom
Call for participation: “Expanded Practices: Composition in the Postsecondary Fine Arts Classroom”
Co-organizers: Dr. Molly-Claire Gillett (firstname.lastname@example.org) and Dr. Sandra Huber (email@example.com) in tandem with the teaching team of FFAR 250 “Keywords: Reading the Arts Across the Disciplines”
Writing has always been one step in the future. From emojis to slang to song, writing has momentum, and it is up to us as educators to find ways of moving with it. In the light of current concerns about technology and the changing relevance of traditional writing techniques, how can our assignments and pedagogical investment adapt? What might this look like in the Fine Arts classroom, a context in which writing exists alongside other forms of creative communication? How does the protean nature of writing influence our conception of originality and our methods of teaching core techniques, such as citing, designing syllabi, and researching? How (and why) do we engage Fine Arts students in practice-based streams that develop writing skills? Finally, how would a focus on composition or communication, instead of writing, change the way we teach core skills in the classroom?
In this one-day hybrid symposium, we will explore expanded practices of research and writing in postsecondary Fine Arts, with an emphasis on foundational, interdisciplinary, and practice-based courses. Writing has always been a changeable medium with an ambiguous role in arts practice — how can we as educators work and adapt with it in a classroom context while inviting students to do the same?
We invite proposals for papers, workshops, panels, or other modes of knowledge-mobilization, both in-person and virtual. Possible approaches could include (but are not limited to):
Writing and AI technology, such as large-language models (i.e. ChatGPT)
Writing as interdisciplinary practice in the classroom
Expanded and/or updated concepts of research practices, such as citations and academic integrity
Writing as somatic, experimental, or creative practice
Learning about writing from other forms of composition and narrative-making
Compositional practices that de-center traditional notions of “writing”
Pedagogical techniques and/or assignments designed to challenge or expand traditional notions of writing
The role of writing in the studio, arts practice, and cultural work
Proposals should include an abstract of up to 250 words along with a brief presenter bio. For panels, please provide these materials for each presenter; for workshops, roundtables, or other formats, please provide a description of what you propose to do along with information about spatial and technical needs. We welcome submissions for in-person and virtual presentations - please be sure to indicate your preference.
Please send proposals to firstname.lastname@example.org, by January 19, 2024. If you would like to be added to the mailing list to receive updates about the symposium, please be in touch at the same address.