A: I know that the students like is that it's like student run
A: it's a pretty. Easygoing environment judgment. Free. They don't. They're not as afraid to make any kind of mistakes as they might be a little bit more intimidated to try things out in front of a a teacher lecturer just as far as like self consciousness goes
A: when? The the teachers who grade them aren't in the room. They're a little bit, they seem a little bit more free to kind of express themselves and to try things out that they wouldn't do as the as comfortably I guess.
C: Comfort isn't just like how you’re sitting, right? It's the comfort of feeling comfortable and that connects with feelings of safety, safety, and I'm not going to say privacy, but lack of oversight, or the right balance [between oversight/support and privacy]
S3: I have this weird thing where I really don't like, when I feel like someone can look at what I'm doing.
S2: I think having a tutor there makes a difference, like, [C] is always there. So yes, if you have a problem, like, Oh, can you have a look for me? So you you have someone that you can talk to and actually get, like, this informal feedback that's actually very helpful. I mean, I have [A] but yeah, [A] comes in a bit later.
A: The problem is that we've been kind of told. That there has to be a technician in that room just based on the equipment that's in there. That's it. But if there was a way that we could allow the students to just use the room. Even when there's no technician in there, knowing that they can't use the atelier.
A: I mean, there's such a slim likelihood, I think of anyone like doing anything malicious. I mean, obviously there's there's the potential, but I mean if you kind of account for the potential of every person who could be, no one would get anything done ever. You know, you kind of have to just trust people.
A: Yeah, I mean also I think like for instance like we keep the speakers locked away, you know. We keep a lot of things locked away that are like that can be stolen, but. Maybe it's something like this that like in. In reality they're not very expensive. You know, maybe they cost £100. If you start start small with something that's about 100 lbs. See how they go. I mean, if they get stolen then. Then it kind of like proves proves your theory right that you know you need to lock things away, but you know.
A: I think if you if you trust people, allow them to like potentially steal something and they don't. It shows that they probably won't do so and it.
A: [If they could change something, they would make it so that students] They have the access code come in there. Do whatever they want. So that they really feel like that's their space.
C: I think ownership is a thing that we work on very early, sort of telling them, okay, this happens. This happens. You've got this in here, this in here, this in here. If you lose it, you're not getting it back, right. I'm not here the whole time. So you need a policing process.
C: I was about to say, in case you hadn't noticed, I'm not a tidy freak […] for ages, we were the only place with computers in or any technical equipment that you could eat. I'm always like, Well, yeah, you can come in here and just tidy the shit up at home like you do at home. People eat at home in front of their computers and stuff. They manage not to kill themselves there.
A: “The staff leave. Students are still there for hours.”