Response: 01/03/2023 I completely agree with you in terms of seeking validation in achieving a high grade can ultimately fight against the freedom and immersion of self-discovery of your own creative practice. The fact that we work/study creative subjects within a capitalist structure (i.e. a University business model) means that the pressure upon staff and students to achieve high grades (and societal validation) can ultimately affect the way in which we teach, and the way in which the students learn about themselves. Meaning, that judgement is made with a marking criteria, with comparison of students against each other. ‘Success’ as a concept is instilled within creative practitioners, I feel, because ultimately the work that we make is always being judged by someone, at some level. Perhaps if we approached teaching (and grading) in more collaborative ways such as peer-assessment and contractive feedback as well as peer-peer-afirmations, would help to deconstruct the societal viewed instilled upon us of what “high achievement” is. In reference to Gloria Dall’Alba’s theories in “Improving teaching: Enhancing ways of being university teachers”. This would allow us to remind ourselves, and those we teach, that judgement of creative outcomes is subjective.