Seven Minutes to an Authentic Response: How a generative writing practice can bridge creative practice and academic writing, decolonise curriculum and resist the generic seductions of AI generated text

This short paper outlines an experimental generative writing practice offered to the graduating year in painting for one hour a week for the past four years, and speculates on its efficacy in addressing three areas of pedagogical challenge pertinent to current cohorts in the School of Art. The first of these is the necessity of decentring curriculum away from unconscious western centric biases, the second is reframing writing in relation to the proliferation of AI (artificial intelligence) platforms, and the third is the question of how to best prepare art students for post graduate study by forming a meaningful bridge between creative practice and academic writing. Relevance to the themes of regeneration, repair and care is evidenced in the focus on students who have experienced outsider or subaltern status in relation to academic writing due to: English being a second or subsequent language; a diagnosis of neurodivergence or dyslexia; or translating the world via material and spatial practices rather than linguistic expression. Care for, and inclusion of, students who are initially less fluent than their peers, leads to the generation of diverse artistic and research communities which in turn creates more diverse forms of cultural expression. These are characterised by a quality of authenticity, that is, inhabiting an authority of knowing.