WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.

WEEK 1: Wed / Friday 11 / 13th January 2023

• demystifying research; the purpose of theory us to erase old practices, and stimulate new
• James Corazzo “Side by side – Sofa tutor”; Catherine Smith “What happens when workshops happen?”
• what is new: Chat GTS (AI) – the “new potential of plagiarism” being camouflaged, as AI always gives a different response to the task it is set up with
• ‘Education is the kindling of a flame, not the filling of a vessel.” (Socrates)
• 3 questions <3 :
  1) How do we foster a sense of belonging for students from underrepresented backgrounds in HE?
  2) How do we implement engaged pedagogy in the context of an increasingly financialised arts education system? How do we create space for meaningful exchange between students and teachers around the need to fulfil the requirements of the course?
  3) How can we use psychology to aid teaching and learning practices?
• GROUP DISCUSSION: ONLINE TEACHING – if the teacher enjoys it, is comfortable with it, the students will be too (trust in technology, trust in the content).

WEEK 2: Wed 18th January 2023

• Due to an obligatory teaching development seminar that was coinciding with the online Wednesday class this week, I listened to the recording which was a good way to compare the online live sessions and recorded ones:
  + the benefit of the recorded seminars are that one is able to stop and read through the tasks at ones own pace without the anxiety
  – there were numerous questions that do not refer to my situation as a teacher which at times breaks the flow of the session; the other negative aspect is not being to participate in live discussions in break out rooms which I found very valuable in the previous week – putting a face and sound to a name is a much stronger way to memorise, so looking forward to the live sessions too
• Overall “take away” from the session today is a better understanding of the observation process; *a note to myself: I need to prepare well and pay attention to enhance the academic language used for feedback which will include both didactic and practical information and recommendations.

WEEK 3: Friday 27th January 2023 I Curriculum design & Assessment, Teaching Strategies SESSION

The on-site session held from 10 – 16h was the most valuable one since the beginning of the course – I had finally understood what and in which amount is expected of us in the on-going term – it is incredible how a few hours in person clarifies a month of online documents and sessions; having said that, it would have been good if the first, briefing session, had been held in person, following necessary online sessions. In the end of the day information is more easily remembered when it comes through experiencing/emotional arousal (accessed 29.01.2023. https://www.psychologytoday.com/us/blog/making-memories/202005/what-do-we-remember).
notes from the session – Firstly, we were invited to choose a quote that communicates a belief about education and think it through will the questions below.
I chose: “Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements or answers.” (*ask Lindsay about the ‘airy-fairy’ book)
1. Who do you imagine saying it? A teacher in front of his/her colleagues and amongst students (prophet-like).
2. What does it mean to you? A reminder what teaching is all about.
3. What else does it bring to mind? Philosopher Alan Watts.
4. In what ways do you agree with? There is no point of imposing one person’s truth (taste) – it is about allowing the true nature of the idea to develop and mature.
5. In what ways do you disagree with? There has to be a subjective element when shaping the students’ path and assessment.
6. What do you think are the implications of this belief for teaching practice? Curiosity, personal development of the tutor, ego-check.
Secondly, we worked in groups to design a poster reflecting the briefs we have brought – I worked with a colleague teaching Foundation Art & Design (an illustrator, William Davey) and a colleague teaching BA Graphic Design (a graphic designer, Peter Chadwick) – with myself as a visual communicator, we managed to come to a unison conclusion that what design/art education is lacking these days due to structure, didacticism and control is more space for PLAY (‘fucking about’) and freedom to self-initiate, self-organise, create collectives and societies. (*task: ‘A space to play’ – find theory that supports it)

*idea for teaching – Students to draw how they perceive the learning journey (at the beginning and end of a unit for example).
*Assessment as personality clusters.