Today’s session was an interactive presentation on the up and coming observational (peer to peer) teaching practices. As we have to define and provide our tutor and peers a couple of dates to visit one of our teaching sessions, we’ve also read a case study prompting a following discussion. I joined the following topic, question and discussion:
How to include, define and discuss political content in an academic environment?
An interesting and intriguing conversation and discussion followed. It stood in relation to Macfarlane’s 2004 case study: To what extend should tutors be involving themselves and their own, personal perspectives into political discussions? Can they be avoided? Should such topics and discussions be avoided and ignored? Should a tutor be obliged to state their personal point of view as well as angle and intent?
All of these questions above strike me as rather complex and multilayered. As the world around us has changed in a rather significant way, we’re facing all sorts of challenges of various forms and nature. Challenges that somehow, unlike any other time era, have become hyper-charged topics and subjects, polarising audiences. It is a polarisation that allows for very little nuance and grey-area when discussing almost any topics or subjects. Under these circumstances, the approach and engagement of all parties (student and faculty) involved has changed. This very outset and circumstance seems to have changed the quality and nature of the discourse, for better or worse.
Link to the Padlet Board of Questions
Thoughts on the Macfarlane 2004 Case Study
Both examples state a lack of tutor engagement and involvement with the student body. In both cases, the tutor is either a distraction to the class and student body, or distracted by external factors (research). The question as to why it is we teach came up. What is the essence of teaching? What wider role does teaching play by nature? Are we teaching for our own sake of simply teaching, or do we try to aid and assist others in moving forward? What does teaching within an art context in 2023 look like?
Teaching art and design often requires students to “find their voice”. The process of making within the field of visual arts demands attention to detail and recognition of the state of self, in communication and calibration with the outside world. It is often a highly individual journey for students, not progressing at the same pace and ideally exploring various terrain. Therefor, no journey seems to be alike. Hence, it is (and has always been) my conviction as a tutor and academic, to assist each student individually to the fullest extend possible. However, taking this approach requires a tremendous amount of resources and oversight, especially when engaging with a large student body. As this customised and individual approach naturally shifts the focus onto the student and away from other engagement, it remains a challenging task and act of balance.