Spark: UAL Creative Teaching and Learning Journal https://sparkjournal.arts.ac.uk/index.php/spark <p><em>Spark: UAL Creative Teaching and Learning Journal</em> is an open-access online journal for university teachers, researchers and students with a focus on exploring all aspects of teaching and learning in arts, design and communication. <em>Spark</em> is published by the Teaching and Learning Exchange twice a year.</p> <p>The journal is a creative, developmental space for the UAL community to:</p> <ul> <li>share examples of excellent and/or innovative teaching and learning from across the range of disciplines and colleges at UAL;</li> <li>report the outcomes of projects undertaken on the postgraduate programme in Academic Practice in Art, Design and Communication or University funded projects;</li> <li>engage in debate and dialogues about key issues of theory and practice in creative arts teaching and learning.</li> </ul> University of the Arts London en-US Spark: UAL Creative Teaching and Learning Journal 2397-6594 <p>Authors who publish in this journal agree to the following terms:</p><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/" target="_blank">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. publish it in a book), with an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g. on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li></ol><p><em>Spark: UAL Creative Teaching and Learning Journal</em> has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.</p> Becoming-Supervisor Becoming-Supervised https://sparkjournal.arts.ac.uk/index.php/spark/article/view/154 <p><span class="TextRun SCXW200973606 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW200973606 BCX0">PhD supervisors and PhD students from UAL were invited to take part in an experimental research study </span><span class="NormalTextRun SCXW200973606 BCX0">en</span><span class="NormalTextRun SCXW200973606 BCX0">titled </span></span><span class="TextRun SCXW200973606 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW200973606 BCX0">Becoming-Supervisor Becoming-Supervised</span></span><span class="TextRun SCXW200973606 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW200973606 BCX0">. This study was co-authored by two PhD supervisors at UAL, and an alumni UAL PhD student. The purpose of this research study was to gather their thoughts about interactions with PhD </span><span class="NormalTextRun SCXW200973606 BCX0">s</span><span class="NormalTextRun SCXW200973606 BCX0">upervision. A questionnaire was sent out and below is the anonymous, randomised, unedited and verbatim assemblage of the answers given by 15 respondents. We hope it gives a snapshot of some of the reasons for being involved in doctoral research and supervision in an art and design context.</span></span></p> Dr Mark Ingham Dr Rachel Marsden Dr Sara Andersdotter Copyright (c) 2023 Mark Ingham, Rachel Marsden, Sara Andersdotter http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 3 9 “See you on the other side”: researcher identity, threshold concepts and making a ritual of confirmation https://sparkjournal.arts.ac.uk/index.php/spark/article/view/175 <p><span class="TextRun SCXW197201268 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW197201268 BCX0">With the requirement of </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW197201268 BCX0">making a contribution</span><span class="NormalTextRun SCXW197201268 BCX0"> to new knowledge in the field, in doing a PhD the researcher creates a curriculum</span><span class="NormalTextRun SCXW197201268 BCX0">. T</span><span class="NormalTextRun SCXW197201268 BCX0">he researcher is also changing,</span><span class="NormalTextRun SCXW197201268 BCX0">&nbsp;in </span><span class="NormalTextRun SCXW197201268 BCX0">relation to what matters to the</span><span class="NormalTextRun SCXW197201268 BCX0">m and the world they are making</span><span class="NormalTextRun SCXW197201268 BCX0">. But w</span><span class="NormalTextRun SCXW197201268 BCX0">hen the </span><span class="NormalTextRun SCXW197201268 BCX0">ritual</span><span class="NormalTextRun SCXW197201268 BCX0"> of the </span><span class="NormalTextRun SCXW197201268 BCX0">‘</span><span class="NormalTextRun SCXW197201268 BCX0">PhD </span><span class="NormalTextRun SCXW197201268 BCX0">c</span><span class="NormalTextRun SCXW197201268 BCX0">onfirmatio</span><span class="NormalTextRun SCXW197201268 BCX0">n’</span><span class="NormalTextRun SCXW197201268 BCX0"> is instrumentalized</span><span class="NormalTextRun SCXW197201268 BCX0">,</span><span class="NormalTextRun SCXW197201268 BCX0"> the</span><span class="NormalTextRun SCXW197201268 BCX0"> format </span><span class="NormalTextRun SCXW197201268 BCX0">of conf</span><span class="NormalTextRun SCXW197201268 BCX0">i</span><span class="NormalTextRun SCXW197201268 BCX0">rmation </span><span class="NormalTextRun SCXW197201268 BCX0">doesn’t</span><span class="NormalTextRun SCXW197201268 BCX0"> relate to the</span>&nbsp;<span class="NormalTextRun SCXW197201268 BCX0">scholarship o</span><span class="NormalTextRun SCXW197201268 BCX0">f</span> <span class="NormalTextRun SCXW197201268 BCX0">doing a </span><span class="NormalTextRun SCXW197201268 BCX0">PhD</span><span class="NormalTextRun SCXW197201268 BCX0"> as</span><span class="NormalTextRun SCXW197201268 BCX0"> ‘</span><span class="NormalTextRun SpellingErrorV2Themed SCXW197201268 BCX0">doctorateness</span><span class="NormalTextRun SCXW197201268 BCX0">’</span><span class="NormalTextRun SCXW197201268 BCX0">,</span><span class="NormalTextRun SCXW197201268 BCX0">&nbsp;threshold concept</span><span class="NormalTextRun SCXW197201268 BCX0">, </span><span class="NormalTextRun SCXW197201268 BCX0">or </span><span class="NormalTextRun SCXW197201268 BCX0">liminal process</span><span class="NormalTextRun SCXW197201268 BCX0">. If the PhD and its supervisory process</span><span class="NormalTextRun SCXW197201268 BCX0">es</span> <span class="NormalTextRun SCXW197201268 BCX0">are</span><span class="NormalTextRun SCXW197201268 BCX0"> to </span><span class="NormalTextRun SCXW197201268 BCX0">remain</span><span class="NormalTextRun SCXW197201268 BCX0"> relevant</span></span><span class="TextRun SCXW197201268 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW197201268 BCX0">, </span><span class="NormalTextRun SCXW197201268 BCX0">we</span><span class="NormalTextRun SCXW197201268 BCX0"> need to </span><span class="NormalTextRun SCXW197201268 BCX0">re-</span><span class="NormalTextRun SCXW197201268 BCX0">situate t</span><span class="NormalTextRun SCXW197201268 BCX0">he </span><span class="NormalTextRun SCXW197201268 BCX0">centrality of the </span><span class="NormalTextRun SCXW197201268 BCX0">pedagogical and ontological practices </span><span class="NormalTextRun SCXW197201268 BCX0">at</span> <span class="NormalTextRun SCXW197201268 BCX0">stake in </span><span class="NormalTextRun SCXW197201268 BCX0">original </span><span class="NormalTextRun SCXW197201268 BCX0">knowledge</span> <span class="NormalTextRun SCXW197201268 BCX0">production.&nbsp;</span></span><span class="EOP SCXW197201268 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:276}">&nbsp;</span></p> Dr John O'Reilly Copyright (c) 2023 John O'Reilly http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 10 22 I Supervise and I am Supervised https://sparkjournal.arts.ac.uk/index.php/spark/article/view/152 <p><span class="TextRun SCXW32964689 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW32964689 BCX0">This </span><span class="NormalTextRun SCXW32964689 BCX0">articl</span><span class="NormalTextRun SCXW32964689 BCX0">e explores the roles of power in creative exchange. In it I reflect</span><span class="NormalTextRun SCXW32964689 BCX0"> on </span><span class="NormalTextRun SCXW32964689 BCX0">my</span> <span class="NormalTextRun SCXW32964689 BCX0">dual role</span><span class="NormalTextRun SCXW32964689 BCX0"> of being both supervisor and supervisee. Written during the early-2021 COV</span><span class="NormalTextRun SCXW32964689 BCX0">I</span><span class="NormalTextRun SCXW32964689 BCX0">D lockdown</span><span class="NormalTextRun SCXW32964689 BCX0">, </span><span class="NormalTextRun SCXW32964689 BCX0">I relate </span><span class="NormalTextRun SCXW32964689 BCX0">Foucault’s interpretation</span><span class="NormalTextRun SCXW32964689 BCX0"> of</span><span class="NormalTextRun SCXW32964689 BCX0"> Bentham’s panopticon </span><span class="NormalTextRun SCXW32964689 BCX0">to both academic supervision and to my commercial illustration practice. </span><span class="NormalTextRun SCXW32964689 BCX0">When working for art-directors and creative teams, a distant powerbroker (and their approval) offered certainty and security; in a PhD, that might not necessarily be the case. </span><span class="NormalTextRun SCXW32964689 BCX0">At th</span><span class="NormalTextRun SCXW32964689 BCX0">at</span><span class="NormalTextRun SCXW32964689 BCX0"> stage in my PhD, I felt uncertain of the hierarchies at work: was I working </span></span><span class="TextRun SCXW32964689 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW32964689 BCX0">for</span></span><span class="TextRun SCXW32964689 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW32964689 BCX0"> my supervisors, or </span></span><span class="TextRun SCXW32964689 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW32964689 BCX0">with</span></span><span class="TextRun SCXW32964689 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="none"><span class="NormalTextRun SCXW32964689 BCX0"> them? </span></span><span class="EOP SCXW32964689 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:276}"> </span></p> Paul Jackson Copyright (c) 2023 Paul Jackson http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 23 26 Exploring the doctoral journey and good supervisorial practice https://sparkjournal.arts.ac.uk/index.php/spark/article/view/155 <p><span class="TextRun SCXW154973258 BCX0" lang="EN-GB" xml:lang="EN-GB" data-contrast="auto"><span class="NormalTextRun SCXW154973258 BCX0">Drawing from my own doctoral journey, this paper examines some key challenges facing doctoral students and what they mean for good supervisorial practice. These include </span><span class="NormalTextRun SCXW154973258 BCX0">high levels</span><span class="NormalTextRun SCXW154973258 BCX0"> of pressure and uncertainty, resulting in often strong unmet emotional needs made visible through feelings of imposter syndrome. These challenges can be manifested in writing, in part because writing is complex</span><span class="NormalTextRun SCXW154973258 BCX0">,</span><span class="NormalTextRun SCXW154973258 BCX0"> involving a writing-into-being of the professional self and authorial voice. These kinds of challenges </span><span class="NormalTextRun SCXW154973258 BCX0">appear to be</span><span class="NormalTextRun SCXW154973258 BCX0"> commonplace in the doctoral journey, </span><span class="NormalTextRun SCXW154973258 BCX0">indicating</span><span class="NormalTextRun SCXW154973258 BCX0"> that good supervisorial practice must account for students’ different contexts and relationships to their current and emerging professional identities.</span></span><span class="EOP SCXW154973258 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:276}"> </span></p> Dr Zoetanya Sujon Copyright (c) 2023 Zoetanya Sujon http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 27 32 Supervising PhDs in the arts in an age of ‘global challenges’: a question of permissions https://sparkjournal.arts.ac.uk/index.php/spark/article/view/176 <p>UAL Research Season 2021 was dedicated to the theme of ‘Earth and Equity: integrating environmental and racial justice’. This short essay raises the issue of how we should supervise PhDs in the arts in the era of ‘global challenges’, suggesting that the question of ‘integration’ and the intersection of environmental and racial justice that ‘Earth and Equity’ offers points to the question of a ‘permission to research’, in which global challenges can be addressed by a focus on who has permission to engage in practice-based research in the arts and under what conditions.</p> Professor Malcolm Quinn Copyright (c) 2023 Malcolm Quinn http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 33 36 Unlearning, learning, learner: a provocation for super vision https://sparkjournal.arts.ac.uk/index.php/spark/article/view/150 <p>Considered and effective supervision of practice-based PhDs requires an expansion of and challenge to established modes of hierarchical academic and peer relationships. The production of knowledge, especially in this form-breaking field, cannot be separated from the means by which that output is assessed and circulated. This paper explores these tensions through case-studies based directly on the writer’s experience. It proposes embodied learning - a revisioning of earlier parameters of scholarship – and an informed overhaul of the perspectives, positions and priorities of institutional expectation. It proposes instead a spectrum-wide inclusivity whose radical generosity and creative openness benefits all involved.</p> Professor Andrea Luka Zimmerman Copyright (c) 2023 Andrea Luka Zimmerman http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 37 46 Editorial https://sparkjournal.arts.ac.uk/index.php/spark/article/view/174 <p>This is the editorial for the tenth issue of <em>Spark: UAL Creative Teaching and Learning Journal, </em>a special issue on PhD Supervision.</p> Dr Frederico Matos Copyright (c) 2023 Frederico Matos http://creativecommons.org/licenses/by-nc/4.0 2023-04-25 2023-04-25 6 1 1 2