Student Impact
Students are encouraged to use traits that are common between the two disciplines, to be receptive and curious to explore unexpected tasks and solve complex problems.
“This exquisite corpse course has been one of the most intense but rewarding courses I have done. I can see how my learning from it is not confined to the 3 weeks but rather has taught me a new method and way of thinking that I know I can take with me into my future studies.” Student 2019
“This course is my favourite of all the courses I have completed at ANU. I was taught both scientific information and artistic information, yet I have managed to retain more knowledge of both thanks to the quality of the teaching and the cohesion of the two facets.” Student 2020
“I have a far deeper appreciation of the contradictions that make up the human body: intricacy, beauty, utility, complexity, fragility and strength. What I didn’t realise is that I would be reminded of the joy of making, the delight in discovery, from working alongside students from science and engineering disciplines, and seeing their responses. It was infectious, as was the sense of shared achievement.” Student 2019
“I like how students are able to creatively apply the anatomical content in a subjective way challenges the student to be original and perceptive, forcing them to draw parallels / see things through a different lens…..The integrated art and anatomy approach with composite workshops are a meaningful learning experience! I have grown to accept my artistic limitations and to not be confined by them.” Student 2020
Barriers to learning are challenged by supporting students to step out of their comfort zone to value experimentation and creativity and not to be afraid to take educated risks.
“With the final independent project, I was finally able to let go of all my inhibitions and fear of the unknown, and stepped out of my comfort zone to create something that I would have never attempted.” Student 2019
“My aim for this course was to reconnect with art and use opportunity to switch off from the part of my brain responsible for thinking about all things politics, philosophy and economics, not academic success. However, I believe my preconceived psychological desire to almost not do well saw me fail to recognise that the two aforementioned points are not mutually exclusive, but rather by switching off and creating work completely in the moment and exploring ideas in detail, documenting any idea you have, that is what allows for the best work to occur.” Student 2020
“I truly surprised myself and found such joy and sense of accomplishment from exploring my creativity and watching myself improve, alongside all my awesome and creative classmates.” Student 2020
“It is not just about facts and greater understanding, but also confidence building, horizon-expanding, it’s something that offers a lot of personal benefits…There was a lot of self-satisfaction to be had, and that’s kind of rare…This forces you to get out of your comfort zones and try something new, to discover something new”. Student 2018
The course is designed to attract and support a diverse cohort of students creating a unique peer-learning experience. This diversity is a catalyst for creativity and personal growth that is reflected in the student artworks.
“I can say without hesitation is has been the best course I have undertaken in my degree, in part because I enjoyed the opportunity to consider and evaluate the human body in a completely unique way, but also because the course encouraged me to look outside of my comfort zone, to be willing to take risks, and to be open to looking at things from a range of perspectives.” Student 2021
“I think the environment, the teachers, the lectures were very supportive of our experimenting so certainly in the course, I felt supported.” Student 2018
“I needed to let go of wanting to jam as much anatomical knowledge I knew and let my creative side take over. I became a lot more emotionally invested in the works I produced in this course than any other- probably due to the personal nature of it and my outsider experience of observing someone with transverse myelitis close to me. It was at time therapeutic and made me reflect on how different bodies can operate and how the norm and lived experience for one person in their body will be different then the next- and one is not necessarily better than the other. I think this course has allowed me to grow in my ability to empathize with others. One thing I enjoyed about this course was the interdisciplinary mix of science and art (and engineering, design and psychology) students.” Student 2019
“I really enjoyed how interactive and involved it was. I felt like I had gained a better relationship with my lecturers and peers in three weeks than I ever have in my semester-long courses. For example, I was able to re-learn anatomical information in an entirely different way.” Student 2019