I've been thinking about my experience in the past 2 years of online MFA. Comparing it to an on the ground (OTG) program would not necessarily be useful as my last student OTG experience was almost 30 years ago - and my last OTG teaching experience was 13 years ago at Cal Sate Long Beach.
Many things have changed in that time - what hasn't changed is human nature. My experience with the online process has revealed more about that nature - on the student side and on the facilitator side. I've ranted a bit in the past about both sides.
Each individual brings their strengths and weaknesses to the online classroom. In the process of learning choices are presented. Choices that will determine how efficacious the learning and development process is for both student and facilitator. An individuals ability to recognize and make the choices that will bring them to a desirable outcome is related to where they are on a continuum of maturity, experience, wisdom, technical and artistic ability. Knowledge of one's place on this continuum is critical to learning. This knowledge puts the student and facilitator into the context of the core purpose of the individual class specifically and the intent of the degree in general.
The learning experience, in my view, then becomes an effort to move beyond where one currently sits on that continuum. This is necessary to be "alive" as an artist, both as a student and as a facilitator. The two major factors in an effective outcome are: 1- a clear understanding of where we are in our own continuum; and 2- a well defined role that we choose to play in the process of learning.
1- Where we are in the continuum.
All of us are prone to self deception. On the extreme gold side we think our work is grand, perfect, without flaw. On the shadow side we are too easily and falsely humbled - dropping into self deprecation - not willing to stand our ground or own our brilliance. Chasing one or both of those polar energies leads to insanity by ignorance and capitulation and results in sterility and death as an artist.
It is very difficult to self critique in a realistic and accurate way without falling into false humility on one side or paralyzing analysis on the other. The middle road of accurate data and clear critique is not normally possible from one's own limited point of view. This is why we give each other the gift of our critical observation.
When we embark on the pursuit of an advanced degree, we are in essence agreeing that we want to move to a point further on our continuum. We acknowledge that we are willing to submit to a process of examination and critique by facilitators and fellow students so that learning and progression can take place. Without clear understanding of where one sits on the continuum and where one needs to go to progress there is no possibility of progression. A rehash or repetition of the things one already is proficient in is not worthy of the process or the degree. Real change and progression is only possible when my mind is as this Buddhist saying suggests: Zen Mind, Beginners Mind.
2- A Well Defined Role
...that we choose to play in the process. The roles we play are chosen by us. We may not realize that we choose to play the roles we play, but we do. It is critical that we are conscious in our choices.
Facilitators can choose one or more of the roles of producer, technical director or art director. They cannot choose the role belonging solely to the student - that of artist and creator.
Students can also in turn choose to lead in their area of power - be that a technical or artistic skill, art direction and/or technical direction. They cannot choose the role reserved for the facilitator - Producer. Thus "good fences" make "good neighbors". Well defined boundaries eliminate confusion, conflict and controversy.
Students cannot and must not be allowed to be their own producers. A student as a producer negates the facilitators ability to hold the student accountable to their own vision and to guide them to higher achievement. This doesn't mean that the student is not accountable to production process or producible projects. It means that the inmates, regardless of who they are, cannot run the asylum. The facilitator as producer protects and affirms the quality and standards required by the school necessary to award a degree that has real meaning and worth.
It is critical that the facilitators be skilled as producers and possess a high level of acknowledged expertise in their craft. It is equally critical that students be willing to be "produced" by a facilitator in order to grow beyond their own self deception and limitations. Both roles exist and operate in the same functional model that works in the real world of production.
When students or facilitators either don't know where they are on the continuum of artistic development and/or fail to function in the critical roles required the process breaks down and the desired outcome is not achieved.
What Stands in Our Way:
Ego, the inability to take critique, unwillingness to be "produced", laziness...any and all shadowy sideways behavior are manifestations of a core self-truth. These core beliefs may be that: one is smarter than all the rest of the students or facilitators - that one "knows better" - is more talented, more experienced - a "who the hell do they think they are - telling me what to do" attitude. That core belief may exhibit itself as a choice to hide, repress or deny one's weakness or lack of knowledge in order to appear to know more than one does. This problem is rampant in masters programs that cater to experienced professionals where we all want acknowledgment and credit for what we have already accomplished. However, when it comes to learning and progression - there is no future in the past.
The core belief one holds, consciously or unconsciously, may manifest itself in any number of malfunctions. And the end result is always that the learner fails to learn...because at some level the learner chooses not to learn.
The antidote for this disease is a clear, honest assessment and acknowledgment of ones' strengths and weakness - magnified by willingness to submit to and trust the process. This, along with a free will choice to play the role necessary to progress along the path, yields great learning. Not the facilitators path, nor the schools...but ones own path to mastery...of ones self and ones own artistic vision.
D_
