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Kathryn Farley, Generative Systems
Student Responsibilities
Generative Systems, School of the Art Institute of Chicago, c.1976, 1 slide: col.; 35 mm. The Daniel Langlois Foundation for Art, Science, and Technology, Sonia Landy Sheridan fonds. 0501-110.
Generative Systems, School of the Art Institute of Chicago, c.1976, 1 slide: col.; 35 mm. The Daniel Langlois Foundation for Art, Science, and Technology, Sonia Landy Sheridan fonds. 0501-110.
Generative Systems, School of the Art Institute of Chicago, c.1976, 1 slide: col.; 35 mm. The Daniel Langlois Foundation for Art, Science, and Technology, Sonia Landy Sheridan fonds. 0501-110.
Given the independent nature of in-class exercises and assignments, participants in Generative Systems courses were willing to assume leadership roles in teaching/learning processes. (1) For example, each student claimed responsibility for a specific task related to the presentation of a workshop session. Preparation activities included setting up equipment, drafting an introduction for the guest speaker, and agreeing to document the event - responsibilities captured in this audiotape from 1978. (d) Clearly, students displayed great enthusiasm for managing the operational tasks associated with classroom instruction.