Co-creating the Curriculum
AbstractThis article takes the form of the letter entering into dialogue with students about their experience of co-creating the curriculum and undertaking a creative assessment. It draws on a case study from an art history module, Researching the Contemporary, studied as part of a joint honours Fine Art and Art History undergraduate course. It examines the ways in which theory and practice could be connected through an understanding of research as a creative practice. In framing co-creation as a creative process which produces different ways of being as learners, the article assesses various reconfigurations of relationships: to learning, to each other, to research, to the institution and to our emotions. The main part is structured in response to issues and ideas raised by a student collaborator, reflecting on the contexts of co-creation, the intersections between how and what we were learning, the links between history, theory and practice and our positionality as learners, researchers, producers and creators. It argues for the productive nature of vulnerability, uncertainty and risk and the potentiality of not-knowing for engendering forms of creative thinking and doing essential for the learning process.
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