{"id":2585,"date":"2025-02-14T15:00:39","date_gmt":"2025-02-14T06:00:39","guid":{"rendered":"https:\/\/webzine.artcollider.kr\/artists-shouldnt-seek-the-model-answer-they-should-find-the-extraordinary-answer\/"},"modified":"2026-04-22T15:32:02","modified_gmt":"2026-04-22T06:32:02","slug":"interview-arrddon","status":"publish","type":"post","link":"https:\/\/webzine.artcollider.kr\/en\/interview-arrddon\/","title":{"rendered":"\u201cArtists Shouldn\u2019t Look for the \u2018Right Answer\u2019\u2014They Should Create the \u2018Exceptional One.\u2019\u201d"},"content":{"rendered":"\t\t
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[People]introduces the future direction of art education that the Art Collider Lab (hereinafter referred to as AC Lab) of the Convergence Arts Center seeks and aims to pursue through people who have worked with AC Lab. <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u201cIn the end, it\u2019s about the direction of education. If students are forced to follow a predetermined path, there\u2019s no room for creativity. Even collaboration starts feeling like a hassle.\u201d<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Arrddon speaks with unwavering conviction. His belief in educational innovation has been shaped through years of reflection and hands-on experience in the classroom. While he is an active artist and university lecturer, he prefers to identify himself as a researcher of creative learning\u2014a testament to his deep commitment to rethinking how education works.

Last fall, he hosted Creative Technology Study in K-Arts(Korea National University of Arts)\u2019 AC-CAVE, a program that embodied his educational philosophy in a tangible way. Though framed as a study group for artists exploring technological growth and collaboration, the program stood out for its unconventional approach. There were no assigned topics, no standard answers, and no designated instructors\u2014just a space for exploration. So, what did students gain from this radical learning experience? <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Arrddon, Researcher of Creative Learning and Media Artist<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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| Technologist, Artist, and Educational Innovator<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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As a media artist, Arrddon\u2019s main focus is people. Despite his extensive expertise in new media technologies, the core material of his work has always been society and community. His shift from studying mechanical engineering to pursuing a career in the arts stemmed from his curiosity about people rather than machines. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cWhile studying arts management at K-Arts, I participated in various projects. But the more I worked on planning and programming, the more I became preoccupied with the question: \u2018How will the audience receive this?\u2019 That\u2019s where my artistic journey both begins and ends. That\u2019s also why I gravitate toward interactive media, which is completed through communication.\u201d<\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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His belief in dialogue and reception is reflected in his approach to education. He constantly considers what would make learning more meaningful for students and isn\u2019t afraid to break conventions to find answers. This is why he calls himself a researcher of creative learning.

The most valuable research material? His own educational experiences. Having gone through primary, secondary, and university education\u2014including both undergraduate and graduate studies at K-Arts\u2014he has encountered countless courses that exposed the limitations and challenges of traditional education. Over time, his lived experiences became a vast reference library, shaping his philosophy on learning. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cThe more I studied, the more I felt, \u2018This isn\u2019t right.\u2019 When I got to K-Arts, I completely changed my approach. I designed my learning experience to be entirely self-directed. I participated in everything I could. I even \u2018taste-tested\u2019 almost every class across different majors,\u201d he laughs. \u201cLooking back, I think that was my way of fine-tuning my perspective on how education should be structured.\u201d<\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Now in his fourth year as an educator, Arrddon teaches in the Multimedia, Stage Design, and Design departments at K-Arts. Last year, he took a significant step in putting his educational philosophy into practice. Through a workshop-style class, he demonstrated that students could grow without being spoon-fed knowledge or pressured into achieving results. This experiment took the form of Creative Technology Study, a project in collaboration with K-Arts\u2019 Art Collider Lab.

\u201cThis was an attempt to combine the concept of a learning community with arts education,\u201d he explains. \u201cBoth the students and I, as the facilitator, experienced real growth through the process.\u201d <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Arrddon (right) who is conducting the workshop<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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| “If You Want to Speak English Fluently, You Need to Live in the US\u2014Not Just Attend an English Class.”<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Creative Technology Study was a non-curricular workshop at K-Arts designed to help creators from various fields grow technologically and build networks. The structure was simple: monthly offline meetings, culminating in a final session where participants shared their progress.

The focus was on technology. Today, technological advancement is nearly synonymous with artistic expansion, making it increasingly essential for artists to understand and integrate digital tools, AI, and new media. However, educational institutions often lag behind in this area. Arrddon points out, \u201cDespite the growing importance of technology in artistic expression, related courses remain insufficient in both quantity and quality. Through trial workshops, I saw firsthand the need for a community where creators could engage with technology more freely.\u201d <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Given this background, one might expect the workshop to have been heavily instructor-led. Arrddon, after all, has a technical background in engineering, has spent over a decade mastering media art technologies, and actively uses interactive media in his work. However, the actual workshop environment was the complete opposite.

Arrddon did not teach or evaluate. He did not assign projects or require formal presentations. At most, participants would casually share their computer screens with each other. Students choose their own topics and explored technologies relevant to their interests. It functioned more like a study group, making this one of the workshop\u2019s defining features. <\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cWhen we think of studying, we usually picture rote memorization or repetitive practice\u2014things that feel far removed from creativity or artistry,\u201d Arrddon explains. \u201cBut in this workshop, the process was closer to acquisition than traditional studying. It\u2019s like living in the US for a long time\u2014you naturally pick up English without needing formal lessons. Similarly, by immersing students in an environment surrounded by tech-savvy peers, they organically developed a technological mindset and honed their skills.\u201d <\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Creative Technology Study Field View<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Could such a loosely structured workshop still produce educational outcomes? The answer is clear from the participants. Arrddon states, \u201cEvery student, in their own way, achieved something meaningful.\u201d Some created simple games, while others integrated AI into their existing projects. But more importantly, students began to rethink their approach to learning itself. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cAt first, some students were visibly confused. They weren\u2019t being handed answers. But as the atmosphere encouraged experimentation, they started trying things out. Of course, they failed along the way, but some succeeded\u2014often in creative ways I hadn\u2019t even imagined. That\u2019s the ideal process and outcome. Once students accumulate experiences like this, they start breaking free from the rigid mindset imposed by standardized education. And that\u2019s how real educational innovation begins.\u201d<\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Participants presenting their findings<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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| Beyond the \u2018Right Answer\u2019: Embracing Possibilities Over Competition<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Arrddon\u2019s vision for creative education is rooted in his experience as an artist and educator. However, he stresses that the limitations of arts education are not unique\u2014they reflect broader issues in the education system as a whole.

\u201cWe often discuss education reform in terms of breaking free from test-driven learning, rote memorization, relentless competition, and an obsession with results. But arts education suffers from the same problems,\u201d he points out. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cEven as adults, artists still carry the conditioning of their primary and secondary education. They seek the \u2018correct answer\u2019 in their artistic work, just as they did in school. Collaboration feels unnatural because, from an efficiency standpoint, it\u2019s simply inconvenient in a competitive system.\u201d <\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Despite these challenges, Arrddon remains optimistic. He believes the key lies in fostering autonomy rather than efficiency. In his view, arts education should move beyond a rigid, results-driven model and instead celebrate individuality and diversity.

\u201cThe conventional approach to arts education assumes that everyone should aim to become world-famous pianists or conductors. But that\u2019s an incredibly narrow framework. We need more educational programs that cater to a wider range of artistic aspirations.\u201d

By shifting the focus from results to process, and from competition to diversity, he hopes to create an educational culture that better reflects the creativity and richness of the arts. He envisions a world where artists don\u2019t just follow prescribed paths but carve out their own unique trajectories. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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\u201cWhen Bruno Mars was a kid, he followed his musician family to performances. He didn\u2019t attend a prestigious music academy or go through grueling training\u2014he simply absorbed how music worked and how it moved people. He learned music by experiencing its function and necessity, not through cutthroat competition or endless drills. And look where he is now\u2014one of the most famous artists in the world. That\u2019s a lesson worth thinking about.\u201d<\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\/ written by TJ <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Arrddon<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Media Artist, Researcher of Creative Learning<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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His belief in educational innovation has been shaped through years of reflection and hands-on experience in the classroom. While he is an active artist and university lecturer, he prefers to identify himself as a researcher of creative learning\u2014a testament to his deep commitment to rethinking how education works. <\/p>\n","protected":false},"author":2,"featured_media":1870,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[101],"tags":[343,330,331,337,338,339,340,341,342,336,335,334,332,333,235,244,245,239],"class_list":["post-2585","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-people-en","tag-gathering","tag-arrddon","tag-study","tag-learning","tag-acquisition","tag-technical-incidents","tag-autonomy","tag-experinment","tag-self-learning","tag-community","tag-technology","tag-ac-cave-en","tag-creative-technology","tag-creative-learning","tag-2024-en","tag-convergence","tag-convergence-art","tag-future-education"],"acf":[],"yoast_head":"\n\u201cArtists Shouldn\u2019t Look for the \u2018Right Answer\u2019\u2014They Should Create the \u2018Exceptional One.\u2019\u201d - ARTCOLLIDER WEBZINE : \uc544\ud2b8 \ucf5c\ub77c\uc774\ub354 \uc6f9\uc9c4 by \bK-Arts<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/webzine.artcollider.kr\/en\/interview-arrddon\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u201cArtists Shouldn\u2019t Look for the \u2018Right Answer\u2019\u2014They Should Create the \u2018Exceptional One.\u2019\u201d - ARTCOLLIDER WEBZINE : \uc544\ud2b8 \ucf5c\ub77c\uc774\ub354 \uc6f9\uc9c4 by \bK-Arts\" \/>\n<meta property=\"og:description\" content=\"His belief in educational innovation has been shaped through years of reflection and hands-on experience in the classroom. 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