Arts and Humanities Conference 2016: session seven abstracts

7.1: A landscape for learning: Developing shared student-staff understanding of processes of learning in the Creative Arts

Creative Arts
Rebecca Thomas, Ivan Phillips, Joy Jarvis & Karen Clark, University of Hertfordshire

This session aims to explore collaborative work underway in the University of Hertfordshire’s School of Creative Arts to identify, articulate and share the ways in which learning takes place across its many disciplines. The project was prompted by student feedback suggesting some insecurity and confusion about creative and independent learning in higher education. Participants will see an illustration of the processes of learning in the School, created by a graphic artist from staff reflection and discussion. The image, depicting figures in a landscape who are engaged in processes of learning, provides an accessible focus for discussion between staff and students. It also offers opportunities to inspire creative responses from students. Colleagues will be invited to add to the material by reflecting on key aspects of learning in their own discipline, and to take away an idea of how they might enhance the vibrancy and visibility of these processes in their own context.

7.2: More than coloured paper: Training actors with SpLDs - dyslexia and dyspraxia
Dance, Drama & Music
Daron Oram, Royal Central School of Speech and Drama

This presentation aims to share the findings of an action research case study into the training of actors with SpLDs on the BA Acting - Collaborative and Devised Theatre Course at the Royal Central School of Speech and Drama.

Attendees will hear:

  • how Dyslexia/Dyspraxia can impact on learning within the psycho-physical actor training methods used in contemporary actor training;
  • some of the key principles that have been identified towards developing a more inclusive learning environment;
  • some specific examples of pedagogic strategies that have been used in the acting studio to more effectively engage, support and develop students who are dyslexic and dyspraxic learners.

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7.3a: The ‘Learning Places’ project: Supporting learning through places and pedagogies which promote belonging, inclusion and equity
Art & Design
Louise O'Boyle, Ulster University

This practical session will demonstrate the design and activities of the ‘Learning Places’ project. Spaces, teaching approaches, facilities and resources that support student learning where re-evaluated; the results informed the implementation of a number of innovative teaching practices, which in turn have had a strongly positive impact on the students learning experience. The ‘Learning Places’ project includes a number of cross school and programme activities with both staff and students involved. These activities include; the design and fitting of a pilot classroom to test the SCALE-UP (Student Centred Active Learning Environment with Upside-down Pedagogies) approach to teaching large cohorts, student compilations of their learning experience through the use of ‘Photo-voice’, print and digital publications, joint staff and student drawing workshops, networking events and the project website.

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7.4: Acculturation as a way of facilitating attainment for all within an increasingly diverse HE
Interdisciplinary
Shuna Neilson, Sian Lund & Christina Healey, Richmond the American International University in London

Concerns are frequently voiced about the attainment of international students within the HE curriculum. These concerns are usually framed in terms of ‘deficits’ in linguistic and cultural knowledge. This workshop takes an alternative position, and argues that a deliberate adoption of an acculturation approach would benefit the attainment of all students.

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7.5: Transforming the interface of student’s learning experience in practise-based arts teaching
Interdisciplinary
Vikki Haffenden & Robin Engelbright, University of Brighton

The challenge of growing student numbers and developing effective strategies to maximise teaching time has led to exploring technologically enabled teaching methods which augment the traditional teacher-demonstrating-to-learner group method traditionally employed when teaching craft skills in Art and Design education. In particular the aim is to enhance student’s view of small, intricate movements carried out, by necessity, in a situation without clear line of sight for the observer. In a group demonstration situation more reticent learners can find it difficult to ask for clarification, others may find it hard to see at distance; and those for whom English is not their first language may find technical terminology challenging alongside trying to assimilate the demonstration. Being able to see a close-up view of the demonstration bye-passes most of these problems, and a further blended learning strategy of providing the recorded demonstration online facilitates independent reinforcement and revision.

If you plan to attend this workshop, please bring a wifi enabled smartphone/tablet and pre-install the Nearpod app. There will be some available to borrow if you are unable to bring one yourself.  Please also think of a brief (1-2 minute) activity you might wish to demonstrate e.g. origami folding, a sketch, a dance move, a yoga exercise.

7.7a: How to… prepare and support students for residence abroad through ethnography and digital tools
Languages
Lisa Bernasek, University of Southampton

This ‘how to’ session will equip practitioners to prepare and support students for residence abroad through ethnographic training and digital tools. The session will present materials developed as part of the HEA-funded Ethnographic Encounters project carried out at the University of Southampton. This project provided students with training in ethnographic methods and digital skills to prepare them for engagement in an ongoing process of cultural encounter and reflection during their period of residence abroad. The session will outline the training sessions and digital platforms used in the project, and allow for reflection on how the approach might be adapted to the needs of attendees’ own institutions or disciplines. Although the project was implemented with Modern Languages students, the ethnographic approach, the emphasis on a reflective research process, and support for students through online tools could be applied to students of any discipline embarking on a period of residence abroad.

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Publish date

Thursday, 3 March, 2016

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