"Los rastros" - The relationship between art, armed conflict and resilience in Colombia

Breakout Session 1: Wednesday, 18 June (16:30 - 18:30)
Jorge Cabezas, Berklee College of Music – Valencia, Spain

Based on the personal experience of the presenter raised in a context shaped by decades of armed conflict in Colombia, the session explores how different art forms interpret the country’s complex history. Providing essential historical background of the Colombian armed conflict, the first part of the workshop establishes a foundational understanding of how the conflict shapes artistic expressions. The second part focuses on the artists who have engaged with the theme of war in their work, exploring their creative processes, messages, and the ways in which their art serves as resistance, remembrance, or healing. It also examines the relationship between art and conflict, highlighting how different artistic disciplines have been used to respond to the realities of war. The final part of the presentation showcases original compositions inspired by various art forms, demonstrating how artistic expression contributes to identity formation in Colombia by preserving collective memory and fostering dialogue and social change.

 

Challenging the Auteur: Reimagining Film Education for a Collaborative Future

Breakout Session 1: Wednesday, 18 June (16:30 - 18:30)
Morten Forsberg, Westerdals, Kristiania University College, Norway

In an era of increasing polarisation and digital isolation, film education faces a challenge: how do we nurture collaborative storytellers in a field traditionally built on hierarchical structures? This presentation, co-delivered with current film students, explores the pedagogical restructuring of film production education at Westerdals, Kristiania. Challenging the traditional auteur model by dismantling conventional role specialisation, where students are enrolled as isolated specialists, the programme introduces a more fluid system that fosters shared responsibilities, technical versatility, and authentic emotional investment. A multiple-pilot approach and thematic requirements connect student projects to global issues and encourage creative experimentation. By dismantling hierarchical structures and enhancing technical and creative outcomes, while strengthening students' collective solidarity, the session explores meaningful collaboration and storytelling through student testimonials. As a work-in-progress, this session introduces participants to balancing technical excellence with collaborative skills, assesses traditional hierarchies in contemporary film education, and prepares students for both current industry and emerging forms of media structures.

 

Beyond Approval: Nurturing Agency through Attentive Witnessing

Breakout Session 1: Wednesday, 18 June (16:30 - 18:30)
Noor Khader, Institute of Structural Design, ITE, Technical University of Braunschweig, Germany

This interactive talk explores how design-oriented architectural education can move beyond outcome-focused critiques to a human-centred approach that prioritises self-discovery and the expansion of one’s creative process. Drawing on studio experiences, participants are invited to discover how power imbalances stifle creativity, and how shifting from external validation to internal agency transforms studios into spaces of trust and exploration. Through a blend of visual presentations and role-play scenarios, participants will explore common challenges in typical architectural education and the relational dynamics in the design studio that shape the creative process, underscoring the value of inclusivity and a safe “playground” for experimentation. Attendees will gain practical tools to embed respect, empathy, and empowerment in their pedagogy. Ultimately, this session encourages participants to reimagine creative design pedagogy as a collaborative, empathetic endeavour that nurtures self-reflection and meaningful creative expression, empowering the next generation of creatives to contribute authentically to their communities while embracing the complexity of their own creative journeys.

 

Learning through re-turning to lived experiences — Exploring and transforming harmful hierarchies

Breakout Session 1: Wednesday, 18 June (16:30 - 18:30)
Fredrik Refsli, Karoline Buer, Kristiania University of Applied Sciences, Norway; Anja Neidhardt-Mokoena, Umeå University, Sweden

We all encounter hierarchies daily but only notice them when they hinder or push us into marginalised positions. This three-part workshop will create a physical space for reflection, inviting participants from different creative fields to support the interest in art and design research in turning to feminist, autoethnographic approaches. Inspired by Karen Barad’s concept of re-turning and drawing on the PhD research project “Feminist Design Strategies for Transforming Design Museums Towards More Just Futures”, the session will present results of students in the Kristiania University course “Graphic Design Criticism” in the form of printed publication. The workshop will begin by situating the workshop participants and re-turning (to) lived experiences of encountering hierarchies, exploring these experiences with empathy and care, building on the students’ contributions. The last part will invite participants to creatively transform hierarchies and norms, materialising the workshop results using a risograph printer, enabling them to re-turn (to) the created knowledge.

 

Connecting Art School Collections

Breakout Session 3: Thursday, 19 June (12:00 - 13:00)
Polly Christie, The Glasgow School of Art and Central Saint Martins, University of the Arts London, United Kingdom; Judy Willcocks, University of the Arts London, United Kingdom; Taras Lesiv, Lviv National Academy of Arts, Ukraine; Kathy Alliou, Beaux Arts de Paris, France

Art schools have been amassing collections since their inception, using objects as teaching aids that are critical to the study of drawing, painting, and modelling techniques, as well as promoting European cultural aesthetics. Later, collections were viewed as repositories of cultural heritage, reflecting an institution’s history, artistic focus, and pedagogical priorities. Now, a renewed belief in the value of material culture has generated the development of object-based learning as an academic discipline, creating fresh opportunities to promote critical thinking around collections, explore global perspectives, and re-interrogate objects. Coming together, colleagues from Central Saint Martins, the Glasgow School of Art, the Lviv National Academy of the Arts, and the Beaux Arts de Paris are connecting collections of different art schools, and this session invites participants to join the conversation. Panellists will share how archives and collections contribute to education, research, and public engagement, and explore how international connections can support development and change.

 

Queering Contemporary Vocal Pedagogy: Life-Integrated Learning in and through Gender-Neutral Training of the voice

Breakout Session 3: Thursday, 19 June (12:00 - 13:00)
Guro von Germeten, David Fielder, Kristiania University College, Oslo, Norway

This presentation derives from an ongoing research project investigating the sonics of gender and the human (singing) voice. Recognising the historically gendered vocal instruction and performance practices that limit performers identifying outside the binary, the project explores possibilities for implementing a gender-expansive language, voice view, and vocal pedagogy across diverse settings, including the education of musical theatre performers at Kristiania in Oslo. Under a framework of queering contemporary vocal pedagogy, the research project seeks to create a safe and affirming space for individuals of all genders to enrich their vocal identifications and expression. Central to the research are interviews with gender-diverse performing arts students, whose voices and experiences provide valuable insights into how vocal practices can marginalise or empower the singer. Illuminating how vocal training intersects with themes such as identity, belonging, and artistic agency, the research offers inspiring pathways towards more inclusive and responsible vocal pedagogical approaches.

 

Performance Revue: Reimagining Gendered Workspaces through Life-Integrated Learning

Breakout Session 3: Thursday, 19 June (12:00 - 13:00)
Ollie Palmer, Amy Thomas, Delft University of Technology, The Netherlands

Drawing on a research project led by Amy Thomas and Ollie Palmer, this session will explore a residential workshop conducted in Tuscany, gathering eight female office workers to explore how office environments often neglect the physical and emotional needs of women. Participants engaged in consciousness-raising techniques and recreated their workplace memories, recontextualising their routines and gaining insights into their professional lives. This reflective process offered participants not only a deeper understanding of their experiences but also a sense of solidarity, even leading to career transformations for some. Capturing this workshop, the documentary ‘Performance Revue’ offers a feminist critique of office design, drawing on the gendered architectural history of the workplace and incorporating theories of performance by Erving Goffman and Judith Butler. This session will reflect on the workshop's methodology, its transformative impact, and demonstrate how integrating lived experiences into education fosters new, interdisciplinary ways of teaching and learning attuned to the complexities of modern life.

 

Exploring Role-Playing in Training Resilient and Innovative Documentary Filmmakers

Breakout Session 5: Friday, 20 June (10:00 - 11:30)
Mette Nyseter, University of Inland, Norway

How can we help film production students be reflective and brave enough to challenge the status quo, while remaining creative? This project explores role-playing as a tool to train students to become bold and innovative filmmakers. Real-life production often limits experimentation because of high stakes, while role-playing allows students to practice these skills in a safe, low-pressure environment. By turning the classroom into a "laboratory", students can experiment with storytelling, reflect on their process, and prepare for the challenges of real-world filmmaking. This project creates a safe space for professionally relevant bodily experience and reflection that will train the creative muscles and boost resilience. The session will guide the audience through simple sit-down exercises to demonstrate how role-playing can be a powerful tool to create life-like experiences without the stress of production. Presenting visual materials from the research, the session will show how role-playing accelerates creativity, enhances problem-solving, improvisation, and on-set communication skills.

 

The Impact of Visual Activism: Art as a Catalyst for Change

Breakout Session 4: Thursday, 19 June (14:30 - 16:30)
Lindelwa Ntshakala, Ringling College of Art and Design, USA

This contribution explores the intersection of visual activism and life-integrated learning, highlighting how art can drive social change in today’s rapidly evolving world. Through an interactive workshop, participants will not only examine historical and contemporary examples of visual activism but also gain hands-on experience in creating their own impactful pieces. These works will focus on global issues such as climate change, social justice, and human rights, using old magazines and a variety of mediums, including traditional art supplies or digital tools. Participants will explore how visual art can transcend traditional boundaries, communicate urgent messages, and inspire collective action. Fostering a collaborative learning environment where participants critically reflect on different dimensions of contemporary challenges, this session aims to rethink how teaching and learning in the arts can incorporate real-world engagement and collective transformation, empowering to connect personal experiences with global movements through creative expression and action.

 

Student-initiated participatory teaching concept “Awareness in the context of Film University”

Breakout Session 4: Thursday, 19 June (14:30 - 16:30)
Sandra Julia Reils, Deborah Walkling, Juri Pokorny, Claud Goutrié, Film University Babelsberg KONRAD WOLF, Germany

This session presents a pioneering peer-to-peer initiative by Bachelor's and Master's students at the Film University Babelsberg KONRAD WOLF, who are developing participatory awareness workshops focused on discrimination, power dynamics, and inclusivity in the film context. Co-created with a lecturer, the project integrates structurally embedded awareness concepts into the university environment. Positioned between student-driven change and institutional frameworks, the awareness team navigates complex dynamics while translating socio-psychological theories—such as stereotype threat, othering, and cues of safety—into practical tools for collaborative film work. Supported by expert input in areas like discrimination-informed organisational theory and positioning-conscious didactics, the team reflects on personal and structural dimensions of discrimination. This ongoing, adaptive project not only fosters critical dialogue within workshops but also invites broader student engagement through creative exploration. The session will share insights, challenges, and strategies from the team’s experience, emphasising the importance of systemic change in building a more inclusive film education environment.

Film studies and war. The lessons that become clear later.

Breakout Session 5: Friday, 20 June (10:00 - 11:30)
Solomiia Kozolup, I. K. Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television, Kyiv, Ukraine

Studying film has never been an easy task, but this process becomes even more complex during periods of social upheaval, such as a full-scale war. In such conditions, the requirement to maintain studies and produce graduation films transforms education into a significant challenge. As a recent graduate, Solomiia Kozolup will share how the war affected her worldview and attitude to cinematography. It has not only changed her approach to studying, but also the creative process itself, forcing her to look for new ways of self-expression. In the framework of the UAx Abakanowicz Fellowship programme, mentorship has proven to be especially impactful for her, not only helping her understand the profession more deeply but also changing her attitude towards the learning process itself. In this session, Solomiia will share her insights on the continuous process of education, in which learning is gradually integrated into life, and life into learning.

 

 

You Can’t Eat a Portfolio

Breakout Session 5: Friday, 20 June (10:00 - 11:30)
Anneliese Paul, Lucy Cox, University of the West of England, United Kingdom

UWE New Wave Student Creative Agency exists in response to internal and industry research demonstrating a need to address persisting barriers to career progression in the Creative Industries. Co-designed with students and in collaboration with industry professionals and internal partners, New Wave is redefining traditional approaches to professional experience in higher education. Students engage in interdisciplinary experiences that meet curriculum requirements and build their creative confidence. New Wave offers flexible paid project work, accessible networking opportunities, and personalised coaching, prioritising students and recent graduates. New Wave will exhibit a selection of work at this session, alongside a presentation sharing research, learnings, data, and insights into how to approach building an agency within an art school. New Wave is transforming the student experience and nurturing a more inclusive future for the creative industries.

 

Discrimination-aware Surveys for Inclusive Teaching in Art and Design

Breakout Session 5: Friday, 20 June (10:00 - 11:30)
Christine Goutrie, Ulf Aminde , Weissensee Art and Design Academy Berlin, Germany; Claude Goutrié, SYMPOI:ethics, Film University Babelsberg, Germany

This lecture performance focuses on developing discrimination-aware surveys through pre- and post-questionnaires. Integrated critical diversity topics into specialised courses, such as "digital media" or "performative spaces", has a significant impact on the confidence and self-esteem of students, as the teaching space is sensitive to power structures and exclusion/inclusion dynamics. The questionnaires were developed by the presenters in the context of the ARTIS research project, in collaboration with a research team from Humbold University Berlin. Raising critical questions about positionality and experiences of discrimination, the session will explore the effects of these questionnaires on students, teachers, and the teaching space. The speakers will share their experiences developing counter-strategies in a participatory, power-critical project aimed at structurally integrating awareness at Film University Babelsberg. In this performative and participatory lecture, the audience will have the opportunity to creatively engage with the questionnaires and reflect on their own thoughts and emotional responses.