TAD292 Art and environment (1976-85) was a distinctive course chaired by Simon Nicholson (1934-1990) who had studied at the Royal College of Art, London, and the University of Cambridge and between 1964 and 1971 taught at the University of Berkeley, California. It sought to develop ‘strategies for creative work’ and it dealt with
the processes and attitudes of art not so much as these were evidenced in products of art but as they underlie the very act of doing art. This can be seen already from the titles which were given to some of the units in the course: ‘Boundary Shifting’, ‘Imagery and Visual Thinking’, ‘Having Ideas by Handling Materials’.
TAD292 students were offered a range of projects on this 30-point course. These included the suggestion that the student stop activity and engage in listening. Another was to compose a score for sounds made from differently textured papers and a third was to enumerate the household’s activities and categorise these in terms of role and sex stereotyping. The aims of the course were attitudional, sensory and subjective rather than cognitive, relating to feeling rather than knowledge. They were ‘more phenomenological than conceptual in nature’. Assessment involved a student not only submitting the product, such as a self-portrait photograph, but also notes describing the process and rationale. The criteria were not specific but involved formulations including enthusiasm, imagination and authenticity. See Philippe C. Duchastel, ‘TAD292 – and its challenge to Educational Technology’, Programmed Learning & Educational Technology, 13, 4, October 1976, pp. 61-66. The course received considerable publicity. In 1976 The World At One, a BBC radio news programme, reported on TAD292 at one summer school:
Bizarre games and happenings formed a part of experimental residential course for a group of students at Sussex University. They were encouraged to make prints of various parts of their bodies. Some made bare bottom prints, other dragged rubbish through the streets and one group appeared to be aimlessly kicking a giant rugby ball about. (more…)
The OU has long been in a league of its own. Many have seen it as rising above the others in a manner comparable to the way the inspirational tower associated with Blackpool is clearly far above the flat countryside of the Ipswich Town tractor boys. (more…)
Distaining to take the hint offered by Professor Malcolm Chase who suggested that ‘there are rather more histories of adult education than of other fields which would seem as deserving of historical scutiny, for example … higher education’, Vaughan College, Leicester has seized the opportunity of an anniversary, its 150th birthday, to reflect on its past (Chase ‘”Mythmaking and mortmain”: the uses of adult education history’, Studies in the Education of Adults, 27, 1 ,1995, p.52). The event will be marked by three main sessions over July 2nd – July 3rd 2012 which will look at what Vaughan College has stood for, how ‘the Vaughan tradition’ now fits into current thinking, policy and practice and the place of adult education in contemporary society.
It opens at 4.30 on the 2nd with a talk by AA100 author and AL at the OU, Dr Lucy Faire who is also Director of the HE Certificate in Modern British History at Vaughan College. (more…)
You can never go to an OU summer school without seeing this amazing cross-section of society. The first time it brought tears to my eyes, the beauty of it … I was in an all-male college at Oxford which was mainly Etonians who were charming people, but I can’t kid myself for a moment that Trinity had anything on the majesty or poetic brilliance and imagination of the Open University.The Open University is a century or two ahead of Oxford.
David Harris author of Openness and closure in distance education, Falmer Sussex, 1987 returned to the OU this week to deliver some papers relating to his work as a Research Assistant in Curriculum Design at The Open University between 1970 and 1973. Despite his critique of the OU he said that he was a big fan and had maintained an interest in adult educaiton throughout his subsequent career. He was one of the contributors to OU teaching material which was said to have a Marxist bias (see David Harris, ‘Openness and Control in Higher Education: towards a critique of the Open University’ (with J Holmes) in Dale R. et al. (eds) Schooling and Capitalism, London: Routledge and Kegan Paul. 1978). He has also written on ‘On Marxist Bias’ aboth the OU in the Journal of Further and Higher Education, 2, 2, 1978, pp. 68 – 71.
The Open University has long sought to recruit younger students. Since her arrival on 6th March Caitlin Lucy, daughter of the former Senior Project Manager of the History of the Open University Project, Rachel Garnham, has been busy boosting numbers and disrupting education. Congratulations to Rachel and Andy and welcome Caitlin!
On the website Catherine Smith has uploaded an account of an OU examination when ‘we sat in a room four floors up which looked out onto a small courtyard; every few minutes the lid of the rubbish container creaked as if it was in the same room. After that I started to wear a pair of industrial ear protectors during exams’.
Janet Wardle was an ‘A’ year (1971) student who, due to her husband’s job, moved to Rome in 1972 but then could not sit the examination as the papers were lost in the post. On her return to London she sat the examination ‘stuffed between high-shelved bookcases with someone typing behind them’.
If you have an OU examination story that you’d like to share you can do this via the website.
