Open Studios is the beginning of a conversation: Creating critical and reflective learners through innovative feedback and assessment in Fine Art

Pollock, VL; Alden, S; Jones, Chloe Cooper; Wilkinson, Barry

doi:10.1386/adch.14.1.39_1

Cited by 8 publications

(7 citation statements)

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“…In studio education the design project is the main learning "output" produced for assessment (de la Harpe and Peterson, 2008;Bohemia et al, 2009;De La Harpe et al, 2009;Gray, 2013;Pollock et al, 2015). It takes place in a design studio where students work on projects in class time under the supervision of teaching staff.…”

Section: Reflective Practitionermentioning

confidence: 99%

Assessing Anatomy Education: A Perspective from Design

Roxburgh

Evans

2021

Anatomical Sciences Ed

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Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student‐centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.

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Section: Reflective Practitionermentioning

confidence: 99%

Assessing Anatomy Education: A Perspective from Design

Roxburgh

Evans

2021

Anatomical Sciences Ed

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“…4.2.1 Aspects of the student's role. The student's role in the second design learning phase is to realise their shortcomings either from a past design project or by having discussions with teachers and peers and being willing to overcome themsuch as improving intellectual rigour or drawing skills (Pollock et al, 2015). Furthermore, the student's role is also to engage in the learning settings with their teachers and peers (Ardington and Drury, 2017), with a positive attitude and being open to the criticism of their ideas, to develop them further.…”

Section: Learning Phase One Of the Design Projectmentioning

confidence: 99%

Variance in student and teacher roles in the contemporary Australasian architecture design studio context

Iftikhar

Crowther

Burton

2021

ARCH

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PurposeThis study aims to expose the various roles that teachers and students adopt in the architecture design studio. It highlights how these roles change over time, through three distinct phases, which relate to the stages of the design project. This understanding of how roles change over the semester will guide academics in understanding how to better relate to students.Design/methodology/approachThrough a series of interviews and surveys, this study utilised a modified Delphi method to establish a consensus of opinion, both within and across the three stakeholder groups of students, tutors and coordinators/lecturers. Two rounds of data collection were conducted, with “expert” perceptions of the three stakeholder roles being established.FindingsThe roles that are adopted and perceived by students, tutors and coordinators/lecturers vary over time and respond to the stages of the design project. While there is general agreement between the perceptions of students and their teachers, there are some notable differences at key times.Originality/valueThis research builds upon previous studies into the roles of students and their teachers in the architecture design studio. It provides a nuanced map of how roles change and how interactions happen, over the duration and through the phases, of the architecture design project.

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“…MIDAS Summer Studio educators are encouraged to welcome their students into their studio, to establish connection and trust among the students and facilitators and to project their enthusiasm. "Peer interactions and casual conversations between students and tutors" are part of a studio (Pollock et al, 2015), and they are only achievable by mutual trust. This starts with creating the Fiji care effect in class: creating a welcoming environment.…”

Section: Create the 'Care Effect'mentioning

confidence: 99%