Tutor Feedback

Feedback based on Learning Outcomes-

Thanks for the video tutorial, Viv. Here are the notes under each LO.

LO1 examine your emerging practice through a considered body of self-directed work

You are going 100mph but at the minute this is fine. Keep generating the work and keep reviewing.

Categorise the sketches too.

‘Shallow water stones’ – they suggest mapping of textures or mapping the macro (the canals and infrastructure) into microscopic cell-like imagery. What does the colour do?

Think about the aesthetics of the work- is it harmonious and serene when the actuality of the issue is ugly, unnerving and fractured? The Procreate pieces seems calming.

The dried sketchbook pages are serendipitous in terms of turning ugly debris into some beautiful textures and surface qualities. The lines evoke a map of various river, water, ravines, streams.

Whilst the addition of paint is fine as an experiment, it has become too removed from the initial exploration of the river terrain.

Yes, hold onto the debris for collagraphs or other forms of printing. Think what printing is- a residue of something that was once there, a leftover, a footprint, an impression?

LO2 apply relevant research methods and subject knowledge to test, inform, and develop your work

As you are now actively making the work, think about which strands of artists, theories, exhibitions might support them in terms of contexts. This can be ongoing as your practical work develops.

LO3 present informed connections between your research and practice interests

It’s good that you are looking at a range of artists but the area is still vast. It would be useful for you to categorise the artists according to what your practice deals with or is exploring. For example, the physical destruction of the land.

It’s really interesting reading your blog entries. They are quite diaristic or like log book entries from an expedition. Could this accompany the works or the book? Perhaps adding text with artwork to inform the audience of the current/ongoing situation of the floods? It may help contextualise the work for those who are not familiar with your local terrain.

LO4 articulate your creative ideas and critical thinking using suitable communication methods

Don’t worry about this yet as it is only P2. This will come in time when you develop your practical work and gather research that relates to the issues you are exploring. However, for your CR you make a valid point that although your work is related to climate crisis and the environmental crisis, it is a local experience and location. You have some interesting facts about your local area and this style of writing can be incorporated into the review. Remember you can include case studies so it may be useful to keep collating the information. Perhaps this can feed into your mixed emotions and it will certainly support your love/hate relationship with the water.

Some suggested artists-
Not for artform but contexts and ideas behind the work
Pierre Huyghe ‘Living Systems’
https://www.pca-stream.com/en/explore/living-systems/
Kutlug Ataman (cacophony/soil/nature/ exp filmmaking)
Action points

• Reflect on this feedback by identifying key points you feel are important to act upon and document these as you progress through the unit.
• Perhaps start to categorise the sketches under different sub-headings that you can explore. You can then edit and follow one or two that resonate with you the most or marries up with the research.
• P3 is sharing your work on the group forum.

My additional notes: Whilst I am fine tuning, keep making the work, all the ideas and thoughts spinning round, put them down, even if they don’t run in any logical order. The stone drawings I’ve extended to recording the weeds and the grasses which grow under the surface of the shallow water. Project 3 will be about these sketches, hopefully with a diary of the river and where it is. It is January 8th 2025 and yesterday we put on flood alert again. It’s been to cold to record the river height, however hopefully in a few days I will be able to.