Tutor / Senior Tutor (Research) in School of Communication
Tutor / Senior Tutor (Research) in School of Communication (0.6 - 0.8 FTE posts)
The Royal College of Art is the UK’s only entirely postgraduate institution of art and design, dedicated to teaching, research and knowledge exchange with industry. The RCA has been ranked the number 1 university for art & design internationally for the seventh consecutive year according to the QS World University Rankings by Subject 2021.
The RCA is currently undergoing an exciting transformation, launching a new postgraduate academic framework for the 2022/23 Academic Year. The new framework increases opportunities for collaboration and interdisciplinary study, while maintaining high-quality, research-informed teaching. In support of this, we are now recruiting to a range of academic fields and disciplines across the RCA’s four Schools as well as the RCA’s Academic Development Office. We are seeking experienced candidates able to work across a range of cognate disciplines at School-level as well as those who are experienced working in discipline-specific roles at the programme level.
The RCA’s four Schools include:
- School of Architecture
- School of Arts & Humanities
- School of Communication
- School of Design
The Academic Development Office is responsible for cross-College provision, including
- College-wide Unit (an interdisciplinary unit taught across all MA programmes)
- Graduate Diploma Art & Design
- Postgraduate Certificate Learning & Teaching
To support this transformation, we are seeking to appoint new Tutor and Senior Tutor 0.6-0.8 FTE roles working across disciplines in the School of Communication.
We will require outstanding practitioners and researchers in the fields of Animation, Digital Direction, Information Experience Design and Visual Communication. Successful candidates will demonstrate enthusiasm for working with students and alongside colleagues with high levels of commitment and energy required by a world-leading environment. They will be well networked and demonstrably engaged with a relevant international context, from which they will be prepared to draw for the benefit of the college.
As well as being able to support and respond to the work of students, the successful candidate will also be expected to teach from their own research by delivering lectures, workshops, seminars and crits.
They will be expected to contribute to discussions about the development of the curriculum and be prepared to pioneer new ways of teaching. They will also be expected to undertake administration around their teaching as required by the well-established structures present across the school.
The successful candidate’s research will be expected to operate at a high level, consistently producing research outputs of at least 3* REF quality to enable submission to the REF. They will also be expected to pursue funding opportunities for their research and where possible, to involve colleagues in collaborative projects and contributing to the rich research culture and environment of the College.
The Royal College of Art is an equal opportunities employer and strives to reinforce a diverse multicultural and inclusive culture. Our shared goal is ensuring that the College environment encourages all members of our community to teach, learn, work and practise in a shared spirit of inclusivity and cultural exchange.
The College welcomes applications from all sections of the community, and especially from underrepresented groups (e.g. ethnicity, gender, disability and socio-economic background) in Higher Education.
School of Communication
In the RCA’s School of Communication, we are interrogating the fundamental ways in which communication shapes our lives, and using this knowledge to develop new ways of communicating and shaping the world through experimental and sometimes radical communication practices.
The School offers students and researchers the opportunity to develop their practices and careers as artists, communicators, curators, designers and writers. All are encouraged to focus in depth on the particularities of their own work while also being exposed to critically diverse positions across the School and to wider contexts and issues beyond, both across the College and in relation to challenges of societal, environmental, economic and cultural importance. We also work across media to experiment boldly with outcomes that take many forms, from graphic novel to VR experience, animated film to sound shower.
As a School, we are inspired by practices of communication that are culturally informed and historically aware, that encourage dialogue and are robust enough to celebrate and make space for new ideas, different voices, and other ways of thinking and making. We have a distinctive research and knowledge exchange culture based upon a dynamic interplay between communication practice and theory, encompassing a broad range of subjects and approaches. Research projects in the school range from highly individuated scholarly and creative enquiry to projects concerning public policy and social justice, to speculative practice-focused enquiry.
The MA Animation Programme is dynamically responsive to the critical potency of animation as a pervasive interdisciplinary moving image form that extends across a global landscape of technologies, cultures and media. We are committed to our students’ development in, and expansion and re-invention of, this new visual communication paradigm, and to their potential to influence intellectual, artistic, political and cultural agendas, that in turn can transform our daily lives. This includes embracing a collaborative pedagogy sensitive to nuances of social, political and ecological contexts, human and non-human relationships, cultures, identities, traditions and futures. We empower our students to respond to rapid social, cultural and technological change to make meaningful contributions to a greater collective intellectual and creative capital.
We receive applications from outstanding candidates worldwide from a wide band of creative and commercial practice and disciplines, that can include interdisciplinary contexts of theatre, literature, philosophy, film and media theory, art history, STEM and social sciences and architecture.
As we grow, we are seeking a Senior Tutor and a Tutor with an international research profile in a notionally expanded concept of animation, and with expertise in narratology and storytelling – challenging orthodox and conventional methods and approaches, or expanded animation. We anticipate applicants’ creative practice and teaching extends across a range of audiovisual digital platforms and technologies. These can include classic cinema formats; installations; projection mapping; VR and AR; extracinematic animation; theatre environments; sci-tech visualisation tools, and the spatial politics of citizen science games or apps. We seek colleagues whose innovative, practice-oriented research and teaching pushes the discipline beyond its current expectations to promote its position as a key artistic interface in contemporary visual culture. The Senior Tutor and Tutor will contribute to our Programme’s life, academic vision and culture in terms of research and teaching delivery, lead initiatives to enhance the Programme's future and forge successful creative and academic links with other Programmes and external partners.
Digital Direction addresses our urgent need for inclusive and relevant storytelling. Our programme examines the emergence of new technologies for telling stories, such as VR, AR and mobile platforms, alongside the future of storytelling itself. Our purpose is to inspire communication practitioners to approach contemporary communication critically, and to discover new and meaningful ways to tell stories in our world today. The programme is not just open to practitioners from the arts but aimed at journalists, writers, musicians, theatre makers and anyone who wants to experiment creatively and collectively with new narrative approaches driven by ethical, environmental, epistemological and social imperatives. It is for students who want to use emerging storytelling tools and technologies critically, working with others to assemble and amplify stories that should be told and heard.
We are seeking to expand our team with new Tutors and Senior Tutors whose research and practice push the discipline beyond its current expectations, exploring digital storytelling in community collaboration as well as critical, performative, situated and distributed contexts. We are looking to appoint outstanding practitioners, teachers and researchers who are demonstrably engaged with urgent storytelling imperatives, global contexts, communities, forms, processes and emerging technologies (including, for example, machine learning; augmented, virtual, mixed or expanded reality; sound; distributed, networked and mobile systems and platforms; physical and locative computing), storytelling cultures, knowledges and traditions, and whose research and teaching embrace collaborative, inclusive, equitable, and accessible approaches.
Information Experience Design
Information Experience Design (IED) is the creative practice of intervening in, designing and generating experiences that communicate human, nonhuman and more-than-human perspectives and realities. We work actively with living, computational and speculative systems. The pieces we make include large-scale installations, immersive digital experiences, radical performances, living artefacts and ecosystems. Complexity and deep structure often feature in IED approaches, as these lend themselves to interrogations of media-cultural interchange and processes of modelling futures.
In IED you’ll be part of an environment that is inclusive and post disciplinary in nature, where there is plenty to read but no theoretical ‘canon’ and no correct way of thinking about creative practice. Our approach to theory is wide-ranging and transdisciplinary, involving technologists, ecologists and quantum physicists alongside those working in the arts. For this reason, we welcome staff applications from a variety of disciplines, provided your research and/or practice explore relevant questions. Our purpose in IED is to generate transformation, there are no technical prerequisites for IED students or IED staff, as we work across so many technical areas; IED students might design a large-scale light installation in a forest, a distributed museum spanning the globe, a serial podcast fiction, a chair that breathes, a VR adventure in a microbiome, an emotionally responsive game for dogs, or a wearable that senses deep time. Our key prerequisites are technical adventurousness, critical open-mindedness, an inclusive orientation to what creative practice is and can be, and a desire to shape the future.
At the heart of our Visual Communication programme is the shared commitment to ‘conversational practice’. By this we mean a practical and discursive approach to making. We see communication as essentially, a conversation to form bridges, to connect people and to exchange ideas. The dynamic nature of communication technologies continues to redefine not only how we make and consume information, but also how we connect to each other. Situated at the forefront of critical experimentation, we actively seek a teaching and research environment that forges fresh connections between criticality, thinking and making and leads the way in social practices. We have a long history of approaching the making of work through the collaborative, cooperative and compassionate ethos of listening, respecting and (un)learning. Our programme teaching philosophy is rooted in dialogic learning experiences, discursive inquiry and exchange, where conversations take place shoulder to shoulder with our students.
Our students come to Visual Communication from specific disciplines, such as Graphic Design, Illustration and Experimental Communication. We are seeking to expand our team with new Tutors and Senior Tutors whose research and practice push the discipline beyond its current expectations. We welcome applications from academics who are demonstrably engaged with our discipline through a socially engaged practice, who will work with us to challenge the order of things, consider the multiplicity of perspectives and embrace complexity.