Browsing this excellent collection of resources made me consider the concept of the archive in relation to moving viewpoints and changing conversations around identity and inclusivity. Some of the articles are over ten years old and it made me try to imagine how I might have responded to them at the time of publication. Had anything changed about me? I read the article by Alister Sooke (Does Modern Art Hate Religion?) and thought about how, in the context of faith and art, this is an excellent starting point in considering the changing relationships between and readings of art and faith. Being nearly ten years old the article is already behind so many key events of recent years. How does this affect our reading of such resources?
I feel that much like the function of our blogposts here, encouraging students to consider the historical legacy of artefacts and their changing relevance could be an interesting use of, or approach to, the blog. To think about what is relevant and how that has shifted in relation to a similar blogging activity could create an interesting resource for future cohorts. This could encourage engagement with the subject, but also develop the research sensibilities of a group in the action of adding to and responding to the archive.
I particularly like the Pen Portraits case study as an activity as a means of ‘breaking the ice’. In the context of legacy as noted above, perhaps a publication project could be included, as an agreed upon public version of blog entries, so that later years could consider the answers of students that preceded them?
2 replies on “UAL Website – Religion, belief and faith identities in learning and teaching”
Interesting ideas, and similarly, I think we have all picked up on the age of the resources, and how this reflects connects to UAL as an institution.
Agreed with Claire’s comment on the age of the resources, but (and rather ironically) isn’t faith/religion meant to be timeless? Also, I like the idea to include a public publication of ‘pen portraits’ because this will inevitably highlight the times of those students that proceeded them.