This paper explores how increases in modularisation, elements of professional practice and even our relationship to screens and social media are amongst the factors that have changed the way time is experienced in higher fine art education. I draw upon my experience as a student, educator and pedagogical researcher to propose that identity formation and/or transformation are amongst the key functions of higher education in fine art in the West; that becoming an artist involves complex process of socialisation and individuation; and that these processes take time. I speculate that time is something which was once experienced comparatively smoothly but has been striated and fragmented by various factors including an increased focus on employability, the presence of social media, and not least various post Bologna interpretations at national or local level of the introduction of units and modules to comply with standardised credit systems. I propose that the combined effect of these factors amongst others distracts students from the middle by focusing them on micro destinations that deflect from developing a practice and impacts on these potentials.

中文翻译：

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破碎的时间：论艺术学校经验的碎片化及其对身份形成和转变的影响


本文探讨了模块化的增加、专业实践的元素，甚至我们与屏幕和社交媒体的关系，是如何改变高等美术教育中时间体验方式的因素之一。我利用我作为学生、教育家和教育学研究人员的经验提出，身份形成和/或转变是西方美术高等教育的关键功能之一;成为艺术家涉及复杂的社会化和个人化过程;而且这些过程需要时间。我推测，时间曾经是相对平稳的经历，但已经被各种因素所分散和分散，包括对就业能力的日益关注、社交媒体的存在，以及尤其是博洛尼亚后在国家或地方层面对引入单元和模块以符合标准化学分系统的各种解释。我提出，这些因素的综合影响以及其他因素分散了学生的注意力，因为他们将注意力集中在微观目的地上，从而偏离了发展实践并影响这些潜力。