Author Archives: Paul Finn

Participation in Activities

I have found the DWPI module to be incredibly insightful and illuminating, it has prompted me to question my teaching practice and the social constructs that operate on us. Bourdieu’s concept of ‘Cultural Capital’ has been particularly enlightening in the context of Art & Design education, especially his assertion that ‘the meanings and values of […]

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Live Project: Supporting Change

1. How do you plan to address issues around diversity through this course development? In order to address the issues around diversity I have looked at Part Three: Diversity Strategy 2010–2015 of the UAL Equality & Diversity Framework 2010–2015 that clearly states the UAL position and vision towards the diversity question: To recognise that diversity […]

Posted in PG Cert in Teaching & Learning, Unit 03: Inclusivity: Diversity | 1 Response

What is Widening Participation?

Chapter 1 of Inclusive Practices, Inclusive pedagogies: Learning from Widening Participation in Art and Design Higher Education by Bhagat and O’Neil (2011) has illustrated that this area is deeply complex. WP has emerged to address longstanding issues that are cultural, social and politically embedded realities, these require a radical critique to shift the perpetuating and […]

Posted in PG Cert in Teaching & Learning, Widening Particiption & Internationalism | 1 Response

The Purpose of Assessment

Broadfoot (1996) asserts that assessment can be understood through the interplay of the themes; competence, competition and control. Education is an apparatus of social control, to legitimise, reinforce and validate the prevailing political ideology and perpetuate status quo. It is a socialising tool operating as a filter: filtering individuals through assessment for assimilation into the […]

Posted in PG Cert in Teaching & Learning, Unit 01: Learning and Teaching for Art & Design | 2 Responses

What does ‘Creativity’ mean to you, and in your discipline?

“When inspiration comes, may it find me working…” Pablo Picasso To me creativity is not a one off expression, or a flash of inspiration, nor a singular occurrence, but the product of an ongoing process of enquiry. Creativity is a discipline, a way of thinking, seeing and questioning the world, the foundations of which are […]

Posted in PG Cert in Teaching & Learning, Unit 01: Learning and Teaching for Art & Design | 3 Responses

Unit 02: Teaching Development Project Proposal

Will enabling students to define the evaluation criteria, establish a shared language framework and identify ‘best practice’ in a crit, achieve an active arena of student communication and participation? “In design learning and teaching the crit is widely considered to provide a key moment of critical debate and intervention” (Percy 2004) The Foundation course exposes […]

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Unit 02: TDP — Identify a problem and construct a research question

What problem, challenge or issue have you identified within your teaching practice that will form the basis for your Teaching Development Project? Throughout art and design education students are expected to communicate their ideas clearly. This discourse takes place in many situations; one to one tutorials, group tutorials, group crits and peer to peer. Equipping […]

Posted in PG Cert in Teaching & Learning, Unit 02: Teaching Development Project | 1 Response

Communities of Practice revisited

I first read Wenger’s Community of practice (2006) in October at the beginning of the PG Cert, as a result I am now aware of the various, and in many ways interconnected, communities of practices (CoPs) I have circled, been involved in and now part of. Herne’s Communities of practice in art and design and […]

Posted in PG Cert in Teaching & Learning | 1 Response

Threshold Concepts

Threshold Concepts represents a transformation through learning. The process of learning shifts to a ‘process of becoming’; a student becomes literate / fluent within a system of knowledge or understanding. They are transformed by this access, dialogue and exposure to fundamental practises and principles specific to that system or discipline. Every discipline within art and […]

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Constructive Alignment

Constructive alignment questions the effectiveness of the hierarchical model of learning and teaching; where a teacher imparts ‘knowledge’ onto a student who subsequently remembers it; by remembering it they ‘learn’ it. The means of assessing the effectiveness of this learning is through examination or essay. I see this as a ‘linear’ learning process, from A […]

Posted in PG Cert in Teaching & Learning | 3 Responses
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