Speaker's summaries: Out of the Studio
Out of the Studio: celebrating art, design and media learning and teaching
Monday 15 December 2008 at the Arts Institute at Bournemouth
Keynote: Learning by Design
Clive Holtham, Professor of Information Management at Cass Business School, City University London and Director of the Cass Learning Laboratory.
The outward success of UK higher education masks an urgent need to review some key underlying dimensions. It is essential to have excellence within disciplines, but much of the point of a university (as can be seen from the very origins of that word) lies in the universitas – the whole body of the university, both staff and students.
Teaching methods with their origins in the transmission of knowledge in the nineteenth century or earlier may be close to the point where their value is declining significantly. Yet the long-standing promise of information technology to re-invigorate learning continues to be very far from fulfilment. Indeed “keyboard literacy” in some ways disguises an underlying increase in “information illiteracy”.
The paper concludes by returning to the title theme of learning by design, and its implications for a university without an art and design department, and for a business school which is heavily focussed on finance and management.
Clive Holtham is a National Teaching Fellow (2003) and co-founder of the new Interdisciplinary Centre for Creativity in Professional Practice at City University. He trained as an accountant, and was Young Accountant of the Year in 1976. Following six years as a Director of Finance and IT, he moved to the Business School in 1988. His research is into the strategic exploitation of information systems, knowledge management and management learning. He has been an adviser to the European Parliament on educational technology, and led a major EU project on the value of intangibles. He is a founding member of the Worshipful Company of Information Technologists, the City of London's 100th livery company.
ADM-HEA Teaching Fellow
I deliver bespoke practical teaching on all hand-weaving processes to Undergraduate and Postgraduate students. This bespoke teaching is primarily for the (BA Hons) Textile and Fashion Design course within the University of Ulster.
My background consists of various trades from an Apprenticeship as a tool maker and an Apprenticeship as a Loom Technician. Then a two year Licentiate of the Textile Institute course which specializes in woven fabric production and a four year Associate of the Textile Institute, which is a Degree Equivalent.
I was awarded funding for a project application through the ADMHEA Teaching Fellowship Scheme 2008/9. The award is enabling me with the support of colleagues to develop a Motorized Hand-Loom Shuttle reducing the physical effort associated with practice based learning; broadening access to the workshop and learning environment for students with restricted upper body movement.
The presentation will consist of a practical demonstration on card weaving, explaining the basic principles of weave and the background and update on the above project.
Kevin Burns is Weave Technician at the University of Ulster and an ADMHEA Teaching Fellow 2008/9.
ADM-HEA Teaching Fellow
Mary O’ Neill
The Lincoln Studio is an educational experiment designed to offer strategies that will encourage the exploration of an interdependent practice where the sharing of knowledge, skills and information might be a more useful model rather than the focus on the individual autonomous artist.
To emphasise the discrete nature of the project - the work will take place in an external venue. The change of location is intended to emphasis the shift in roles and the need to negotiate new relationships and ways of working rather than relying on the existing roles of the lecturer and the learner.
Each week a project proposed by a member of staff will take place in The Lincoln Studio. Students and staff are released from normal work commitments to allow them to focus on their project. To date three projects have taken place.
Dr Mary O’Neill is senior Lecturer in Cultural Context in the Department of Art and Design at the University of Lincoln
The understanding and interpretation of verbal formative feedback in international student learning: A Kingston University Teaching Fellowship Scheme project
This presentation will report on the ongoing findings of a current Kingston University Teaching Fellowship Scheme (TFS) project. Prior research evidenced that students' and teachers' understanding and interpretation of verbal feedback given during studio presentations is often not the same (Blair, 2004). Studies have also shown that International students often misinterpret what is being said to them (Blair, 2006; 2007; Blair, Blythman, & Orr, 2007) and so feedback can be less valuable. The project sent out questionnaires to all international students in studio-based courses in the faculty of Art, Design & Architecture at Kingston University and some questionnaires were followed up with short interviews/focus groups. The presentation will argue that student contact with teachers remains a crucial element in learning and teaching and that it is critical that any dialogue or feedback students' receive should be fully understood and utilised so that students can progress their studies positively.
This TFS project asks international students to share examples of what they have found to be good useable feedback and also examples of where feedback has not been of constructive value and why. Student opinion was sort on clarity of verbal feedback, preparation for presentation events and any cultural differences that students thought could impact on these events.
Dr. Bernadette Blair is Head of School of Communication Design, Faculty of Art, Design & Architecture, Kingston University & Kingston University Teaching Fellow 2008/9
Applying Neuro-Linguistic Programming (NLP) strategies of genius with particular reference to the creativity strategy within the Higher Education arts, design and media environment.
Increasingly within higher education, the need to explore different learning and teaching strategies to meet the needs of a wide range of learners and to help facilitate their highest potential, is a core value within many institutions.
The focus of this presentation is to disseminate and share findings relating to qualitative and quantitative action-based research undertaken with a wide range of focus groups, over the past two and a half years, relating to Neuro-Linguistic Programming (NLP).
Whilst NLP is often referred to as the ‘study of structure of subjective behaviour’, and offers a vast array of approaches, this on-going research is centred primarily upon the work of Robert Dilts and his work associated to modelling strategies of genius, with particular focus relating to the Disney Creativity Strategy.
The aim of this study is to determine if students are better able to realise their potential as learners through the use of NLP strategies within relevant learning and teaching activities and to ascertain whether NLP could make a valuable contribution to their advancement and progression.
Sharon Beeden is Senior Lecturer BA (Hons) Illustration at the Arts Institute at Bournemouth, a NLP Certified Practitioner and holder of AIB Learning and Teaching Award 2008/9.
Excellence in Media Education: The Next Steps.
Jon Wardle & Richard Berger
The Centre for Excellence in Media Practice at Bournemouth University now moves into the second phase of its cycle to innovate and promote excellence in teaching and learning. In this session, Jon Wardle will demonstrate a range of recent CEMP initiatives and projects. These will include a range of learning and assessment tools of interest to anyone teaching in the Art Design and Media subjects areas in both FE and HE.
Richard Berger will then highlight CEMP’s key research objectives for the next few years and explain ongoing research collaborations with organisations such as The Wellcome Trust. The session will close with the introduction of a forthcoming journal which intends to capture and crystallise the very best in case-study based research in media teaching and learning.
Jon Wardle is the Director of The Centre for Excellence in Media Practice and a 2004 Bournemouth University Learning & Teaching Fellow.
Dr. Richard Berger is Reader in Media & Education and is a 2006 Bournemouth University Learning & Teaching Fellow.
Placing your bets
This workshop will support those thinking of submitting fellowship proposals to their own institutions and hopefully to other sources of funding. It will explore criteria for success and what makes a good proposal. It will be based on knowledge gained both through submitting proposals and through reviewing numerous proposals for CETL funding in my own institution.
Dr. Alison Shreeve is the Director of the Creative Learning in Practice Centre for Excellence in Teaching and Learning, University of the Arts London.
Drawing: Feeding the mind’s eye
(Keywords - Delivery; Discovery; Drawing; Experimental; Innovation; Teaching)
The presentation I will be giving will focus on my Fellowship in Teaching and Learning based in the study of innovation in the teaching and delivery of creative thinking and drawing. I will discuss what being a fellow has enabled me to achieve in both research and personal development. I will reflect on the impact this has had on my student’s learning experience and my team’s delivery of the subject. In this context I will talk about my experience working in South Africa with the Hope HIV Gateway School of Fashion, in association with Karan Millen, where I delivered workshops in fashion drawing and creative thinking for design. These workshops concentrate on the physical experience generated in the spontaneity of drawn gestures and have a direct link to my research, forming a working model. My talk will be accompanied by a short four minute film made during my visit to South Africa.
Sue Dray is Course Leader and Teaching & Learning fellow at the University for the Creative Arts, Rochester.
Neutral: Creative Undoing and the Student Experience
Stuart Page and Julia Smith
York St John is a new University and prides itself on being teaching led and research informed institution. This is mirrored in the framework that was established for C4C (Collaborating for Creativity), a £4.5m HEfCE funded Centre for Excellence in Teaching and Learning (CETL). Working from the central concept of creativity as social, the project initiatives funded through C4C CETL build on existing excellent creative and collaborative practice to involve staff and students of all faculties at York St John. One such project has resulted in the creation of a critical media magazine, the production of which has deliberately formed collaborations in a range of directions, challenging structures and opening up new partnerships.
The Thinking Creatively, Writing Critically project has two main aims. To produce a study pack introducing 1st years to cultural theory and to offer a creative outlet through which students could translate their academic work for a real world market in the publication of a magazine, Neutral. Students collaborated with staff to produce a magazine which showcased their intellectual and academic capabilities and worked with industry professionals, LazenbyBrown (York based design agency) to create a visually exciting product. The pilot edition of Neutral was launched in May 08 and follows a social enterprise ethos.
A key feature to the success of this project to date has been students working closely not only with academics and industry professional but also project leaders and e learning specialists. Developing these different sorts of collaborations is central to our future strategy. Institutions across the country evidence collaborative partnerships but the specific success of Neutral is in its integration of student ownership and investment, creative collaborations and the ways in which this has informed curriculum development. One of the more tangible measurements for success has been the undergraduate experience of working with Media alumni who are established within the profession.
Our ambitions for Neutral foresee a sustainable national reach for the magazine and an international aspect through on-line collaborations with partner institutions, staff and students. We envisage further collaborations with industry professionals across a broad spectrum that allows students to engage with marketing, distribution, design, finance and advertising. Whilst all of these collaborative provisions have fostered a vocational relevance that looks out towards the creative and cultural industries, the synergy at the core of what we do retains an academic integrity which leads us back towards the University and the relevance of academic enquiry.
Stuart Page is Head of Programme, Media & Film Studies, York St John University
Julia Smith is C4C Project Manager, C4C CETL
Westphoto Picture Agency & Professional Services: Impact of a student company on learning and teaching in photograph.
The School of Media, Arts and Design at the University of Westminster has a high reputation for academic excellence and continues to develop opportunities for professional learning at all levels. Students need to learn and investigate professional fields in order to translate their skills and talent into professional activities whilst being at University.
westPHOTO – a sustainable and student-run Picture Agency, Library, Annual Competition and Professional services – is a result of that philosophy.
The presentation will introduce westPHOTO and its structure, implementation as well as significance at the University of Westminster.
Andre Pinkowski is Senior Lecturer in Photographic Practice, Department of Design, Digital Media, and Photography, School of Media, Art, and Design, University of Westminster.
Developing HE in an FE Environment
Rachel Wilkinson and Kate Roberts
This presentation will detail the project to create an HE Forum for the Creative Industries at Exeter College, funded and supported by HELP CETL, and the continuing investigation into research and scholarly activity in an HE in FE setting.
The context for the project is the accelerated transition to the delivery of HE in an FE institution.
A focus for the Project is a perception that an area of immediate concern within the creative arts faculties is the need to further develop a sense of an HE ethos which is shared in a mutually enriching way between staff, across the core curricula studies of the separate Foundation Degrees. This includes the supposition that ownership of, and definition of, the nature of HE ethos needs to be located with the staff themselves in order for the benefits to be felt, alongside the demands. Current focus is an understanding of research and a scholarly ethos.
Rachel Wilkinson is Programme Manager for the Foundation Degree in Performance Production and a lecturer at Exeter College.
Kate Roberts is a Module Leader on the Foundation Degree in Performance Production and a lecturer at Exeter College.
NTFS Creative Interventions project
Catherine Smith and Angeliki Triantafyllaki
A brief presentation of the background and scope of the 2008-2010 NTFS project: Creative Interventions: valuing and assessing creativity in student work-related learning in the public and not-for-profit sectors – a collaborative project involving colleagues from the University of the Arts London, the Arts Institute at Bournemouth and SCEPTrE, University of Surrey.
The project is currently in its pilot phase, testing research questions in advance of a national survey to be launched next spring. The team are keen to receive colleague’s input into the project and so the main focus of the session will be an exploratory workshop on creativity, asking participants to consider:
How do we teach generic creative agencies to enable learners to tackle challenging situations and problems?
It is intended that the session be audio-recorded (and anonymised) so that the discussion can feed into the preliminary research data and evaluation.
More information on the project may be found at: http://creativeinterventions.pbwiki.com
Catherine Smith is Project Manager, University of the Arts London
Angeliki Triantafyllaki is the project’s Principal Investigator, University of the Arts London
My role as a Principal Fashion Lecturer and Course Leader at the University for the Creative Arts UCA in Rochester is combined with being a Project Director for a fashion school in South Africa.
I have been working with Karen Millen an ex student of mine for the last 2 years on a project in South Africa. We have set up a fashion course in South Africa called The Gateway School of Fashion in Piertmatrizburg, which opened in January 2008 with the first cohort of twenty two student’s studying a foundation curriculum written by UCA staff. This course is for young people who have been affected by HIV and poverty.
This project has the benefits of a unique partnership between:
Karen Millen Fashion Designer
HOPEHIV-- a UK based registered charity
Project Gateway—which is based in Kwa-Zulu Natal which is one of the poorest provinces in South Africa. This was the site selected by Karen Millen and Sheelagh Wright after a visit in January 2007. The building complex was an old apartheid prison, which was donated to three churches in 1992.
This course will provide each student with the opportunity to make a difference in their community by unlocking their creative potential in the creation of new innovative fashion products.
Sheelagh Wright MAHPE is Director of Studies at the University for the Creative Arts in Rochester.