Summer Residencies
The three summer residencies are both milestones and resources, taking place at the beginning, middle and end of the two year program. Each residency begins with closure to the previous years studies through intensive critiques, exhibitions, presentation and performances. With new students, work done prior to commencing the program is presented, examined and discussed. In addition, workshops, seminars, guest lectures, artist and curator talks and critiques as well as individual meetings with advisors take place each week for students to plan, inform and finalize the coming years project plans (the summer schedule can be found under Residencies menu at top of this page). 

Winter Residencies
Full week residencies take place at the end of the fall semester. The focus is on presentations, critiques, feedback and the sharing of resources mid-way through studio and research projects. Students have the opportunity to exhibit work in conjunction with their presentations in order to explore exhibition and documentation possibilities in anticipation of the summer thesis dialogues. Guest artist talks, screenings, occasional practical workshops and cultural excursions complete the residency (the winter schedule can be found under Residencies menu at top of this page).

Students participate in project presentations and critiques with residency faculty and alumni. Students present in various formats: in the plenum with faculty, in peer crit groups of 6-8 students which continue throughout the semesters, and at least two individual sessions with advisory teams. This ensures the benefits of a multitude of perspectives on work. Issues of delivery, content, aesthetics, technique, audience, media, genre, identity, culture and process are discussed, resources are shared and students learn to present their work progressively in one, five, ten and then fifteen minute presentations to audiences of varied size and purpose.

Students partake in elected cultural studies seminars each summer residency. These are the cultural studies equivalent of workshops and help students contextualize their work and discover ways of informing their projects through research while articulating new ideas, exploring new ways of thinking and making connections through discussions and critiques. Seminars are chosen from current topics viewed through the lens of media studies, literature, theory, psychology, sociology, philosophy and art history.

Participants will explore concepts and test new ideas and working methods through a series of creative exercises and assignments (realized in their media of choice and completed alone and/or in collaboration), in addition to lectures, presentations and debates. Workshop goals equip students with expanded conceptual and aesthetic toolsets; their time together culminates with everyone feeling invigorated and inventive about applying the workshop processes to their respective practices and locales. Workshops are not intended to further technical virtuosity but rather to enhance creative thinking and problem solving by exposing students to new approaches in various genres. It is recommended that students work with what they are technically familiar for these sessions. Students should bring their own tools and media (whatever they like to work with i.e. cameras, powerbooks, sketch pads). Video projectors, sound equipment and printers are available. Students participate in three elected studio workshops each summer residency.

As appropriate to the nature of their reserach all students have the option to self-organize exhibitions and events, screen, perform or document their projects each residency and publicly each summer in a variety of formats, with and without curators. 

Between the summer and winter residencies are semesters of independent creative work and related research to inform it. There are four semesters sandwiched between the five residencies (three summer and two winter) which punctuate the course. During semesters students work with mutually chosen advisors on their creative and research projects, participate in online critique groups and share work via their blogs. Students also have full access to Plymouth University’s online library resources and consultation(s) with a senior information specialist online.

Process Blog
Each student creates a process blog to regularly (at least monthly) document their ideas, processes and progress and to respond to critique. Thinking of your blog as a laboratory for thought and production you are encouraged to make this a vital part of your practice and to devise a form that best suits your own research. As well student process blogs are a wonderful resource, archive and means of communication for and between the entire Transart community.