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was like a teaching/learning situation.  It was the first time for all of us, almost, that we were dealing with self-images, and it evoked vulnerable spots in people.  We got in touch with all kinds of feelings for the first time, and we talked a lot about the feelings that came up, about the images, and how it all related to people and experiences in the past; it was therapeutic in a way.
  In terms of difficulties: Collaboration takes a lot of time; you have to take that time to find out what everyone feels and thinks. It is hard under deadline pressure. We had problems around money, buying materials and making sure that we kept track so that each person got paid back what was owed to her, etc.  We got along pretty well; people helped each other, we were not just making our own place. It was similar in Arlene's critique class, and in the other critiques; these were a form of collaboration too. We collaborated on a lot of thinking and feeling about the work; it really influenced how I did my work.  Through the feedback and support that I received in the critique, I was able to make steps that I would not have had the courage to take on my own at that time.

Skill- Project Oriented- and Theory- Classes:
  Skill and project-oriented classes are two kinds of classes taught at the F.S.W.  Even here the traditional class dichotomization between student and teacher, where the teacher transmits skills and information to students, tends to be transformed into a community.  Designer Sheila de Bretteville, described and example of this in a graphics workshop on typography: 12

  I asked the women to bring a statement from their journals, which they would then set in type.  The task was to deal with how you make the private public through graphics.  What is the effect of tone and form when you make your work available to a broad audience rather than to yourself. Then they began to transform that statement into a poster, a billboard, or a multiple printed piece.  The class became a community: The class time and place became the structure, rather then the teacher giving information.  Each week they were the audience for each others' work, and gave each other responses as to whether the message could evoke a response from a broad audience.  Since one of the shared values was to enter into a dialogue with the audience, they did not want to yell the