The Other Half of the Learning Equation

Guest Correspondence

In our world of MOOCs (massive open online courses), certifications, badges and workshops, why would students want to enroll in a degree program? Why spend the time, effort and money? Well, let me tell you my answer, which may not be what you expect.

At Ringling College of Art and Design, we aren’t shy about our commitment to educating at the highest level the next generation of artists and designers. We proudly share the results of four years of rigorous study in our 13 disciplines. This includes Student Academy Award-winning computer animation, Emmy-award winning motion design, ADDY award-winning graphic and advertising design and so on. This is easy because awards and jobs in these disciplines are tangible and somewhat measurable—what everyone wants when they search for colleges.

What is not emphasized enough, however, is the other half of the learning equation. You see, we want our graduates to have more than the artistic and technical skills needed to create and to use the tools at hand. Technologies change. Disciplines change. Tools change. And resources, ideologies and values change.

This is why colleges and universities exist. Beyond preparing students for a job, we exist to teach students how to think critically, how to observe and see holistically and how to interpret information. Students create work that reflects their insights, their viewpoints, their perspectives. How do we do that? Well, at Ringling College it starts with our extraordinary faculty of working artists, designers, writers, scientists, scholars, etc. They challenge our students to ask why they are creating work in the first place. Then they guide them to the purpose and value of each project. They teach students the rules so they can first learn to work within them, and then encourage them to shatter those rules to achieve their creative objective. And of course, they demand our students master the skills to consistently and accurately create work that reflects thinking.

But where does the thinking come in? In addition to studio practice, our students, in order to graduate, are required to successfully complete a third of their curriculum from Liberal Arts courses. Shaping opinions and tackling global social challenges requires an understanding of the conversations that have come before. Without this background, it’s like stepping into a conversation about quantum physics without having even read a book or an article on the subject. Your opinion doesn’t matter if it’s not informed. Our students understand the critical importance that research has to any creative project, so, before entering any conversation—whether that be by creating artwork that addresses climate change or designing solutions for a regional partner—our students have a foundation on which to inform themselves and thereby deliver their artwork.

In his September SRQ Daily column, New College President Donal O’Shea discusses misconceptions about the liberal arts and the disconnect from the sciences. He asserts that the liberal arts “are usually classified into three divisions: the arts and humanities, the social sciences and the natural and mathematical sciences. The phrases ‘liberal arts’ and ‘arts and sciences’ are synonymous.” As such, we require our students to take courses in art history, math and science, writing and social sciences such as cross-cultural perspectives that give their work context. The dialogue promoted in these classrooms empowers students to read the work of scholars and discuss their emerging viewpoints in a safe, supportive environment. As their ideas and perspectives evolve, so too will their art.

Education is about more than the “how.” It’s about the “why.” So why invest in an in-person educational experience? To become a thoughtful, intentional, and resourceful professional—no matter which career path one chooses.  

Dr. Larry R. Thompson is president of Ringling College of Art and Design

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