Monthly Archives: January 2013

Collaboration #2: In the Real World

By Michelle Harrell and Emily Kotecki, Coordinators of NCMA Teen and College Programs

Looking to the real world for examples of collaboration provides a model for student interaction. Many of the larger scale works in the North Carolina Museum of Art (Lines that Link HumanityRabble, and Doors of Jerusalem) as well as works in the Museum Park (Ogromna and Cloud Chamber for the Trees and Sky), were created collaboratively because of the size of the work and technique. Other works at the Museum feature stories of collaboration such as Spring on the Missouri and Jim Smyre and family planting tobacco, Iredell County, NC. Use these objects as talking points for how people work together toward as common goal in your classroom.

Digital forms of art, such as games, can also be examined for the use of collaboration. In the Museum’s Art of Game Design online course, students learn how creating a game enlists individuals with different ideas, skills, and perspectives. From designing backgrounds and characters to technical programming, games require attention to a variety of nuances that require multiple individuals.

Chad Dezern, Studio Director at Insomniac Games, explains how games in their studio are always created through a collaborative process. Each person brings his or her expertise (visual art, programming mechanics, written narrative, etc.) to the table to develop a powerful and fun game.

Watch the video below to see how important collaboration and versatile skills are in developing games.

Chad Dezern on Collaboration from The North Carolina Museum of Art on Vimeo.

Collaboration #1: Why can’t I work alone?

By Michelle Harrell and Emily Kotecki, Coordinators of NCMA Teen and College Programs

TASK Party

Group work: two words that stir strong feelings for both students and teachers. While group work may be loaded with challenges, collaborative learning can help students problem solve with students of different skills and perspectives. The Partnership for 21st Century Skills identified collaboration as one of the 4 C’s within the framework for 21st Century Learning.

What does collaboration look like in the classroom? Some educators may confuse collaborative and cooperative learning. Both are similar in the use of small groups to promote active learning through collaboration but differ in structure. Cooperative learning is structured by the teacher with learners divided into groups with specific roles and tasks. Collaborative learning is less teacher structured, requiring all learners to contribute to problem solving. One radical example of collaborative learning are Oliver Herring’s TASK events which involves social interaction to construct knowledge.

In the next two blog posts, we’ll continue looking at how collaboration is used in the art and design industry. We will share interviews with experts from the fields of Game Design and New Media who share how collaboration affects their practice.