Recent Posts
- To Crit, or Not to Crit? That is the Question…
- Initiation as a Condition of Seeing: The Biases that Blind & Bind Us
- Case Study 3: Assess and/or give feedback for learning
- Case Study 2: Plan for and support student learning through appropriate approaches and environments
- Review of Teaching Practice 3 – Tutor Reflection
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Category Archives: Theories, Policies & Practices
To Crit, or Not to Crit? That is the Question…
During our final workshop, we focussed on forms of assessment & feedback, encompassing the ever-present art-school crit (or critique). Commonly structured as a group consisting of peers giving and receiving formative feedback and facilitated by academic staff; the crit can … Continue reading
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Initiation as a Condition of Seeing: The Biases that Blind & Bind Us
In preparation for Workshop 2, we were given a choice of readings; I chose to reflect on bell hooks’ essay ‘Talking Art as the Spirit Moves Us’ from her book ‘Art on My Mind: Visual Politics’ (1995). In the essay, hooks begins by sharing … Continue reading
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Case Study 3: Assess and/or give feedback for learning
Contextual Background As a technical member of staff, I do not partake in formal/ summative assessment. I do, however, give informal formative feedback during taught workshops, drop-in sessions, group crits & 1:1s. The feedback I give tends to be supporting … Continue reading
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Case Study 2: Plan for and support student learning through appropriate approaches and environments
Contextual Background I usually teach within a dedicated Painting Methods & Materials (M&M) Room (see Fig. 1), occasionally stepping out of that space to teach in a shared bookable seminar room (see Fig. 2) to house larger groups. I consistently … Continue reading
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Review of Teaching Practice 3 – Tutor Reflection
In response to my tutor review, (see full document in Appendix B) I will reflect on comments below: It was noted that my teaching room was well set out & an inviting space for students to come into. Careful curation … Continue reading
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Review of Teaching Practice 2 – Peer Observation
Below is a record of my observations, questions and suggestions after observing my peer. Find the full document in the Appendix: Overall, induction was definite success, all students engaged in all 3 monoprint techniques during session. All students were heavily … Continue reading
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Review of Teaching Practice 1 – Peer Reflection
In response to my peer review, (see full document in Appendix) I will reflect on previous comments below: Presentation: Through my current presentation, the overuse of text is distracting & confusing for many students, especially ESL. Including this information as … Continue reading
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Case Study 1: Knowing and responding to your students’ diverse needs
Contextual Background I programme and run a wide range of technical workshops for Painting students at Camberwell across BA & MA. Painting is the largest Fine Art cohort at Camberwell, and consequently, we have an extremely diverse group of students … Continue reading
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OBL Microteaching Reflection
During my microteach session, I wanted to introduce a process which my peers may not necessarily be familiar with; oil paint making. Rather than using a tutor-led teaching approach through ‘usual’ lecture-style techniques, I chose to implement a facilitator-foreword approach, aiming to … Continue reading
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Object Based Learning and the Luxury of Time
Reflecting on our first guest lecture on object-based learning, I was left intrigued on the concept. I had not heard of OBL prior to the session, but as a technical member of staff, my teaching methods almost always include objects … Continue reading
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