Designing a Personal Tutorial Questionnaire
How to [best] retrieve feedback from 1st Year Students in relation to their Personal Tutorial, focusing on its impact on their academic experience, well-being and sense of belongingwhen transitioning into higher education.
by Ben Hirt
REFLECTION ON SURVEY RESULTS
Results that have come in have shown some surprising outcomes. Keeping in mind that only 51% of first year students have participated in the survey, the result still provides a first step of understanding student’s perspective when entering into higher education.
The questionnaire and questions need to be revisited and possibly adapted in content and structure. As I’ve chosen an Agree to Disagree Scale in conjunction to statements as questions, the clarity and conciseness of certain statements might not have been given. Free text indicates, that students might have not been entirely clear on the context and framework of the questionnaire in relation to their personal tutorial only. Some students have commented on the overall Uni experience, influenced by departments outside of our course. At this stage, it is unclear to me how to possibly calibrate the questionnaire and space in order to achieve more specific feedback in relation to our BA Animation Course and Year 1.
The implementation and structure of the questions themselves (the psychology of questions) possibly leaves room for improvement. By choosing statements in relation to answers provided on a scale, an “acquiescence bias” could have an effect on students responding taking the survey. The survey itself could be possible expanded thematically in order to retrieve more specific feedback on a student’s comfort and sense of belonging when transitioning into higher education. My hope would be for students to ultimately feel “home” in our program and at University, influencing their work and learning outcome whilst at University.
Reflecting on positionally and inclusivity: Although I have offered to conduct all personal tutorials myself (and have become the “to go to” person when in trouble), it is unclear to me if I am the right fit as Year 1 Lead. My role, ethnicity and gender could be preventing students from feeling comfortable to feel comfortable and share their struggles (intersectionality). Although my experience and impression conducting all persona tutorials has been only positive, trusting and inclusive, my opinion is obviously biased and cannot be taken as a reference. Hence, it would be ideal to expand the personal tutorial team in order to offer more diverse tutor body, allowing students to choose a tutor and person of confidence themselves. The main challenge constitutes in keeping an accurate, calibrated track record of all conversations and content of the meeting in order to promptly assist students in need.
Overall, my research project and questionnaire does feel like a first step and at the very beginning of understanding the implications of Personal Tutorials in Year 1.
When researching possible fields of implications when conducting personal tutorials with students transitioning into higher education, the following topics and subjects came up:
Academic Support and Guidance:
Social and Emotional Well-being:
Effective personal tutorials hinge on a few key factors:
Although all of the topics and subcategories are in general relevant to students transitioning into higher education, I am in need of a more custom approach when trying to distinguish potential themes for my questionnaire. As my questionnaire is solely revolving around a first year student’s personal tutorial experience and its impact, themes and subcategories have to be redefined/adjusted.
Doing some preliminary research around questionnaires, the following topics have been suggested when conceiving an online questionnaire in relation to students transitioning into higher education.
Academic Involvement:
Social Integration and Well-being:
Belonging and Connection:
Challenges and Opportunities:
TOPICS AND QUESTIONS TO BE INCLUDED IN THE ONLINE QUESTIONNAIRE ON THE IMPACT OF PERSONAL TUTORIALS CONDUCET IN YEAR 1
When analysing the CSS Student Survey 2021/22, the following survey categories received the lowest ratings:
Following this lead and further examining all of the 3 categories [student voice, organisation & management, Welfare Resources & Facilities (Mental Wellbeing Services 2023)], all questions will be in service of all 3 categories in relation to the personal tutorial when investigating the student experience.
When thinking about conceiving an online questionnaire [pilot] for 1st Year students transitioning into higher education and the BA Animation Program at LCC, it has been brought to my attention throughout various conversations with colleagues in my department, that the questionnaire has to be brief and concise. As the average attention span amongst students (but society enlarge) is getting shorter, considering factors such as age, language, disability, learning styles and other various challenges, the online questionnaire is estimated to take a maximum of 10 minutes to complete. However, this time frame limits the amount of questions to be asked within the survey and shifts the focus on the quality of questions asked.
Voluntary
Participation in this questionnaire is completely voluntary.
Privacy
Your feedback is most valuable when you feel free to express your true opinions without fear of judgment.
Security
Your responses will be securely stored in via password protected and encrypted file via Microsoft OneDrive.
Consent
By continuing with this questionnaire, you are indicating your consent to participate in this research study.
ONLINE QUESTIONNAIRE [PILOT]
* The questions above have not yet been sequences correctly and are a work in progress under the survey pilot scheme. As questions prompt an emotional response and reaction, asking for an intuitive selection, questions have to be possibly adapted/changed in the future.
During my research on questionnaire design, I have come across the following resources that were quite useful:
Structure and phrasing:
Content and scope:
Examples of effective questions:
Additional tips:
Since arriving at UAL and taking on the role as a Year 1 Lead in the BA Animation course at LCC, I have tried in various way to foster a sense of community and belonging amongst students and tutors alike. In Spring of 2021, I therefor founded P!nkFlea, a socialiser for all Year 1 Students on our course. P!nkFlea usually takes place on the 14th floor of the tower block and is held on Friday afternoons and into the evening. Students can bring snacks, drinks, games, work, socialise or simply hang out. Since starting the project, more students from different courses and across all years have joined (on and off).
P!nkFlea has helped many 1st Year student to socialise, integrate, find new friend and make new connections (across all years and courses) when transitioning into higher education.
Ever since arriving at UAL and LCC, I’m convinced that a strong sense of community and belonging will make a difference in a student’s commitment and journey in our program. Until today, I have yet to find out and research, if this theory holds true in practice. A first year student’s life at University is complex, filled with many challenges such as academic performance, time management as well as balancing life outside University. London is a attractive destination, especially for a student in their 20’s. Every student brings their unique perspective, story, voice and motivations to the program. It is therefor extremely difficult to form any conclusive opinions on the impact and efforts of socialising venues.
Reduces Feelings of Isolation and Loneliness:
Leaving familiar surroundings and social circles can be isolating for first-year students. A strong sense of community provides a support system and helps them combat loneliness and homesickness. They find belonging, acceptance, and opportunities to build new friendships with like-minded individuals.
Enhances Academic Performance:
Feeling connected to peers and faculty can motivate students to engage more actively in their studies. They receive academic support, study tips, and encouragement from peers, and feel more comfortable seeking help from professors within a supportive environment. This leads to better academic performance and higher retention rates.
Improves Mental and Emotional Wellbeing:
Belonging to a community fosters a sense of security and belonging, which reduces stress and anxiety associated with adjusting to a new environment. Students feel valued and accepted, providing them with emotional support and helping them cope with academic pressures and personal challenges.
Promotes Personal Growth and Development:
Engaging with diverse individuals from different backgrounds and perspectives expands students’ worldviews and challenges their own beliefs. This fosters personal growth, builds self-confidence, and allows them to develop valuable social and communication skills.
Increases Engagement and Satisfaction:
Feeling connected to the university community through clubs, organizations, and social events makes first-year students feel more engaged with their college experience. They’re more likely to participate in campus life, embrace new opportunities, and develop a stronger sense of pride and belonging to their institution.
Universities and colleges can actively foster a sense of community by:
Ever since the post-covid area and starting my position as Year 1 Lead in the BA Animation Course at London College of Communication, I have prioritised personal tutorials (former pastoral tutorials) with 1st year students during Block 1 and 2.
Transitioning into higher education comes with many challenges for students. Almost 95% of students in Year 1 are usually coming from outside of London or abroad. Out of the remaining 5% of home students, very few call London their home. Meaning, most of all students in Year 1 are foreign visitors at best when first arriving in London or the UK.
Struggles such as finding work (a job to finance their studies), finding accommodation, figuring out their student finances, getting their student status sorted or simply adjusting to the academic environment. Assisting students in the first few month of their transition into university life and classes seems crucial in order for them to feel comfortable in their new environment.
Taking a proactive approach in contacting students and ask them (on a voluntary basis) to participate in a one on one, personal tutorial, has helped our course in many ways. Having a better understanding of each student’s situation and circumstances helps orient both, the course team and student.
Creating Through a Personal Lens:
Animation courses often encourage students to develop their own artistic styles and tell stories that resonate with them. This allows students to inject their personal identities and unique perspectives into their work, feeling seen and heard through their creative expression.
Celebrating Diverse Voices:
Instructors who actively promote and celebrate the diversity of backgrounds, experiences, and identities within the classroom create a welcoming space for students to express themselves authentically. Encouraging open dialogue and respecting different points of view fosters inclusivity and allows students to feel valued for who they are.
Individualized Approaches:
Recognizing that each student learns and works differently is crucial. Providing personalized feedback, offering flexible options for completing projects, and respecting individual learning styles allow students to feel acknowledged for their unique ways of approaching the craft.
Building Community and Support:
Creating a strong sense of community within the animation program can be transformative. Fostering collaboration, peer support, and open communication allows students to connect with others who share their passion but may come from different backgrounds or have different perspectives. This sense of belonging and mutual respect empowers individuals to feel comfortable expressing their authentic selves.
Beyond Animation Skills:
Recognizing and valuing students’ contributions beyond their technical skills is important. Appreciating their humor, empathy, storytelling abilities, and unique perspectives shows that they are valued not just as animators but as individuals with something valuable to offer.
Open Communication and Mentorship:
Creating open channels for communication with instructors and mentors allows students to voice their concerns, seek guidance, and feel heard. Mentorship programs can provide personalized support and help students navigate challenges while staying true to their individual identities.
Living a Feminist Life; Sara Ahmed
As sara Ahmed states in her writing and page 8, the word theory implies a certain significance, importance and weight in and around academia. As she states in her article, some theory becomes theory due to the fact that it is citing another theory. Basing theories on theories runs the risk of becoming a citational chain, narrowing down content and context throughout the process.
A citational chain is created around theory: you become a theorist by citing other theorists that cite other theorists
Sara Ahmed
The distinction within theory between theory and politicks when doing research can be quite difficult. For one, both are inevitably intertwined and not easily separated. If separated, they might be drawn out of context and possibly lead to wrongful conclusions. A new theory is born without consideration of important context and citations that should have informed the overall conclusion.
Ahmed further states that whilst being recruited at the women’s studies, her theories were often framed as “feminist theory” unnecessarily labelling and categorising her work. She further states that critical theory can be learned similar to a language, as it is simply a space to move around in. However, acquiring the tools to allow to orient oneself in this space is more challenging than possibly anticipated.
Critical theory is like any language; you can learn it, and when you learn it, you begin to move around in it.
Sara Ahmed
However, what constitutes the bigger challenge is to challenge the phenomena of racism, sexism or any form of discrimination and its reproduction. Noticing and counteracting these cycles are not a simple as learning a new language. It takes effort to break out of familiarity and repetition in order to investigate and further explain. It is therefor quite likely that there will not be an adequate resolution that could be summarised and stated in theary, even though its existence and presence is undeniable. Addressing issues at hand can quickly lead to the assumption of identity politics, especially if (wrongfully) associated with any particular form of discrimination.
You are assumed to be doing identity politics as if you speak about racism because you are a person of color or as if you speak about sexism because you are a woman.
Nirmal Puwar (2004)
Ahmed points to the problematic of “space invaders” and their wrongful texts and interpretations by asking the wrong questions. She further expands on the problematic of spaces we at times reside in that are not intended for us.
In her writing, Ahmed eludes to the violence at stake not being recognisable as a certain kind of woman (Page 15 – 16). As the word human is still being associated with man, women are fighting for women. Yet, feminism ans an instrument has to be maintained in order to challenge the status quo.
Feminism goes wherever we go. If not, we are not.
Sara Ahmed
Yet, feminism is often interpreted and implied in context to how feminists relate to academia. As references are often following repetitive patterns that are historically gender biased, an extra effort is required when citing work in order to not repeat old patterns. Referencing also takes place during conversations and in dialogue, where subliminal but unwanted associations can be drawn, discriminating gender.
My citation policy has given me more room to attend to those feminists who came before me.
Sara Ahmed
Deviating from old paths academia required to follow seems the key to create new ones. New paths support and re-emphasise a space that otherwise will be lost and not be occupied any longer. Unbiased citations can lay a new foundation and contribute to new theories that free themselves of repetitive yet wrongful associations and refferencing.
Semiotic Analysis – Studying Signs and Meanings
Semiotic analysis is the study of signs and their meaning relating to the social world and social processes.
In this article, the primary focus lies on semiotic analysis and the collection o data in the form o a sign or a series of signs. The article questions the nature and use o eclectic data collection through visual means.
Semiotic analysis takes as a case-centric approach. Meaning: Only a few cases (odd numbers) including many variables are being analysed, it the hopes to find various sets of values or variables in a limited number of cases. Taking a photo and post on social media as an example, various visual qualities such as person, environment, correlating visual information, context, time and frequency of post etc. are forming an overall picture of descriptive properties that can be analysed. However, do the nature of data collection and analysis as well as starting point, this process is qualified as “naïve research”. It’s outcomes are best visualised as a spiral expanding outwards incuding moments of new knowledge and theories.
A broad, heterogeneous orientation within semiotics, straddling many other areas of inquiry concerned, in some way, with the social dimensions of meaning in any media of communication, its production, interpretation and circulation, and its implications in social processes, as cause or effect.
Hodge, 2008: 1
Specific analytical tools need to be understood, calibrated and then implemented in a targeted fashion when conducting semiotic analysis. Having a solid understanding of all methods available in relation to their application when researching is a rather challenging undertaking. The study of grammar and rules of language form an integral part when conducting semiotic research, further calibrating and specifying technical parameters to the best of the researcher’s ability.
According to the article and study, it is best to reverse engeniere semiotic research by defining all visual parameter (signifiers) prior to matching any analytical tools.
As semioticians assume that a sign carries meaning due to the combination of two elements (signifier and signified), the combination of both elements form a third value of form and content. All three values combined further form and imply meaning.
A signifier can stand for a range of different signifieds and can therefore be a number of different signs. For example, the signifier ‘fast’ can be associated with concepts of moving quickly, adhering to something, standing true, fixing dye, not eating or being sexually promiscuous.
Bruce Curtis and Cate Curtis 2011
I originally planned on using visual clues such as symbols and signs in my Personal Tutorial Questionnaire in order to provide an extra level of accessibility for 1st Year Students. However, the added level of ambiguity when conducting an online questionnaire seemed to complicate the survey’s intention unnecessarily.
However, one might argue that any element of text, even as functional design elements of an online survey, still evokes fabricated and imagined imagery in the reader’s mind. Although text attempts to technically clarify and set parameters when phrased “correctly”, the reader’s mind and imagination will always be part of the equation, deviating from the text’s original intent.
Interpreting the map: methods of evaluation and analysis
This text stresses the importance of piloting research methods in order to fine tune and further calibrate the approach. It all boils down to research quality and its four corner stones of objectivity, repylicatabiltiy, validity and reliability in data collection and interpretation. This allows research to be understood by other scientists (consensible) and possible lead to a general agreement overall (consensual).
However, the article eludes to the fact that human inquiries and real world scenarios often differ when conducting research in practice, collecting and interpreting data. In fact, qualitative research is highly relatable to various art forms, as its reduction process relies on values of recognitions, identification and acceptance of result by others. A successful reduction and simplification gets to the essences of the research question, allowing for a more accurate perception of results.
The result of the analysis is, in fact, a representation in the same sense that an artist can, with a few strokes of the pen, create an image of a face that we would recognise if we saw the original in a crowd.
Tesch, 1990, p. 304
Other parallels between art/design work and research constitures proposed form, critique, analysis, redesign/remodelling and resolve at last. As the article states further, piloting and trial and error are crucial in order hone in on a more appropriate research method and methodology. As analysis is not the last phase in rhe research process, cyclic trail runs are important to achieve a sense of the whole.
Analysis is not about adhering to any one correct approach or set of right techniques; it is imaginative, artful, flexible and reflexive. It should also be methodical, scholarly, and intellectually rigorous.
Coffey and Atkinson, 1996, p. 10
Similar to the art- and design process, systematic analysis requires discipline and perseverance. In this sense, data collection and organising systems take on an organic process and approach overall. Analysis can be an eclectic activity, playing with sets of data that can evoke a creative sense of exploration. However, being attentive, observant, as well as skeptical and analytical remains part of the process. Most importantly: The process and results of analysis are never exhaustive and never really finished.
On Activist Research
Rethinking activist educational research: definitions, methodologies, and ethics
This research paper and study by Nicole Nguyen (Department of Educational Policies Studies, University of Illinois-Chicago, Chicago, IL, USA) I’ve discovered online when researching Activist Research.
The article provides a case study relating to a controversial law past by the Obama administration in the U.S. (2015) regarding a “community driven approach” when fighting homegrown terrorism. As the article and case study examines, multiple aspects and insights discovered when analisying could apply to social- and educational systems across the globe.
Although focused on the US context, this work is especially important to critical education scholars across the globe who mobilize academic research to support struggles for educational justice.
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
As Nguyen states in her writing, the transformation of social norms and structures is crucial in order to make changes in social (in)equities and progress into the future.
Although conventional academic research has sought to document social problems and social change, activist research intentionally seeks to transform the social structures that reinforce social inequities.
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
Nguyen also states that awareness around the relevance of “action research” dates as far back as to 1994, where the terminology and practice first occurred in educational critical studies.
In fact, Robin McTaggart (1994) reported almost thirty years ago that ‘the term “action research” is now one of the CRITICAL STUDIES IN EDUCATION 259 common places of professional education,’marking a ‘significant shift in both the kinds of relationships researchers from the academy have with others and in the locus of knowledge production about professional practice’(p. 313).
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
However, the question does remain as to if researchers themselves are being reflective, objective and (or) neutral enough in order to further the cause. Nguyen states that a set amount of (at times) unintended biases remain, effectively rendering reseachers and their findings innefective, as both are subjected to biases and preconceived but unavoidable perspectives and notions.
These scholars therefore encourage researchers to reflect on their impact along ideological, material, and scalar dimensions: does their research challenge oppressive ideologies, result in material change for participants, and affect a significant number of lives?
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
When researching and reading accademic texts and studies, we often forget that humans, communities and stories can’t be quantified and simply summarised by numbers. Moe often than not, a more organic and intuitive approach is required alongside research and statistics. As Nguyen states in the below, communities and their respective struggles are complex, intricate and require a customised approach.
The purpose is not to mathematically measure impact but to provide a way to be reflexive about how and to what extent an activist research project makes an impact on communities and their political struggles (DeMeulenaere & Cann,2013).
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
During my research, it will be important to differentiate between objectivity and neutrality. I’ve learned that objectivity effectively involves positionality. Neutrality, on the other hand, more so shifts the focus to reflexivity, including emotional states when researching and engaging. Being aware of an emotional state at any given time will provide a big challenge by itself when conducting research, both theoretically but also practically. As my Action Research Project revolves around a Personal Tutorial Frame Work, most of my research, documentation and data will derive from personal, real life expriences of the past and present when actively engaging with the student body in the field. Hence, it will be crucial to not only understand but more so include on the perspective of the other side. Ideally, my research could be kept, both neutral and objective by creating a safe space for all parties to freely participate.
Ethics therefore must be collaboratively developed,rather than unilaterally imposed, by institutions
Nicole Nguyen (2021) Rethinking activist educational research: definitions, methodologies, and ethics, Critical Studies in Education, 62:2, 258-273, DOI: 10.1080/17508487.2019.1630458
On My Action Research: Personal Tutorial Survey
As a reminder and beginning to collect some thoughts and ideas around the Personal Tutorial Framework, below the following notes:
THOUGHTS ON RESEARCH AND OBSERVATIONS
REFLECTING ON POTENTIAL CHALLENGES
THOUGHTS ON PLANNING
THOUGHTS ON TAKING THE NEXT STEPS
Writing small discoveries: an exploration of fresh observers’ observations
Reading Group 8
When reading ‘Writing small discoveries: an exploration of fresh observers’ observations‘, the 10 methods of observation (listed below) presented both potential and problems regarding their practical implementation during field work:
01. NAIVELY DESCRIBING: WHAT DID I SEE HAPPEN?
During our group discussion, Kim, Mirjana and I agreed that the challenge of subjective perception supersedes the method at hand. As each human perceives and processes events unfolding in various ways, there is no true way of recording information in an objective manner. There will always be an implicit bias that subliminally influences our perception and how we record information.
02. GENERALIZING: WHAT IS THE INTERACTIVE PATTERN?
Our group discussed the danger and potential issues of generalisations when interpreting information both in past, present or future times. Some problematic points mentioned:
03. INTERPRETING: WHY ARE THE ACTORS DOING THIS?
On suggesting an actor’s thoughts and intentions: We spoke about the power of imagination filling in the blanks and thus creating new, suggested information that and recollection. There’s a great danger in interpolating information, creating artificial connections that are unsubstantiated but mainly informed by our own biases.
04. WONDERING: WHAT IS IN THE ACTORS’ MINDS?
Similar but with a focus on the observers’s imagination into the future: In this case, an actor’s strategy is being implied and might not correlate with their past actions. The future outcome (in projection) might be of arbitrary nature and hence an implied construct of imagination.
05. EXPLAINING: CAN THIS BE THE REASON?
In difference to the field notes mentioned above, this point is focusing on rational explanations of past occurrences. Although connection are being generated artificially, events documented assist in clarifying and contextualising circumstances.
06. QUANTIFYING: HOW MANY ARE THERE?
Using repetitions of similar events to recognise patterns of behaviour seems a crucial when observing, documenting or researching. Repetitions affirm behaviour, occurrences or data and can lead to more predictable outcomes when projecting. However, we all agreed that a single, calibrated space is necessary in order to contextualise and subject all entities to the same values /tasks at hand.
07. DRAMATISING: CAN MY OBSERVATION BE INTERESTING?
Our reading group agreed that simplicity and “dryness” in text is useful and almost integral at times, to not sway the readiner/audience in any particular direction. However, visual analogies and metaphors can at times describe a setting or situation more accurately than any technical descriptions.
08. EXPERIMENTING: IF I DO THIS, WHAT HAPPENS?
What will be and will not be noticed in any set of circumstances can be arbitrary at best. Even if in direct response to a prompted (and intentional) action influencing a setting, participants are biased due to subjective perception. As everyone experiences a single event (or change) in a different fashion, social experiments are challenging to interpret for data collection.
09. REFLECTING AND REACTING: BEING INFLUENCED BY THE FIELD
As observers, we have to remain distant and removed from any action or activity in order to remain objective. The moment we engage personally with/in events unfolding, we compromise our objectivity and no longer an outside entity observing. By actively engaging and interacting, we further alter and influence events unfolding.
10. ASSESSING: EVALUATING PEOPLE’S BEHAVIOUR
We all agreed that it observations can vastly vary depending on our mood, situation or circumstances. Staying objective, emotionally untangled and neutral does not come natural to human beings. We therefor need to constantly remind ourselves of what we do and do not know as well as acknowledge are emotion state prior to recording information.
I tell my students, when you get these jobs that you have been so brilliantly trained for, just remember that your real job is, if you are free, you need to free somebody else. If you have some power then you need to empower somebody else.
(Morrison, 2003)
by Ben Hirt
Shades Of Noir | Resource
Under Shades of Noir; Programmes; Curriculum Design, I discovered resources on Creating Safe Spaces In The Creative Higher Education.
This brief but effective resource provides a guideline and framework in setting up a safe space during lectures and in classrooms. Inclusive Language caught my attention, as it states that terminology and its accurate use is crucial when communicating. Especially in consideration of students and their intersectional identities. As students are mainly operating in large cohorts, rotations but also group work during the Production Principles Unit in Block 1 of the BA Animation Program at LCC, the ever-so changing terminology regarding intersectionality and identity can be used a a prompt and starting point for the final project of the Unit: Out of Your Head. To simplify and possibly make this task more accessible, an initial discussion with tutors in class and in person would be useful. A potential collaboration with a local organisation adding more expertise and insight into the conversation could help guide students and staff along the way.
The University of Surrey provides an interesting and comprehensive Inclusive Language Guide that could be used as an initial resource for both, tutors and students to assist conversations.
We believe that continued time for face to face time to discuss, reflect and share practice is essential and the most effective way to develop a practice that is meaningful.
https://shadesofnoir.org.uk/programmes/curriculum-design/
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
Within all practical Units of Year 1 in the BA Animation Course at LCC, students are highly encouraged to not only specify but also customise projects according to their own principles and views. In fact, all of the Units and classes rely on the active participation and input of students, driving not only the classes assignments but also conversations held. As tutors are responsible for creating a general framework as a starting point, students are handed autonomy early on, providing them with an opportunity to have their personal voices heard.
The following quote out of the article: A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment truly resonated with our teaching philosophy of our course in Year 1:
Teachers and facilitators are understood to be guiding, rather than leading, students through this process, assisting in steering the experience while not actually piloting it in a top-down, dictatorial manner, always using and reinforcing academic methods of critical thinking along the way.
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
All tutors are simply guiding and facilitating conversations, ideally customising conversations and tailoring content to the individual as much as possible. However, time, resources- and budget constraints as well as large student numbers are often the larger challenge to overcome, when trying to implement a more customised approach.
More often than not, it is therefor necessary to have students work in teams or groups, due to the constraints of resources. Groups often form organically, with students teaming up amongst each other, rather than us influence their decision making. As this has proven beneficial in the past, the article did raise an interesting question of unconcious biases in relation to group dynamics and alignments; By allowing students to form their own groups, there is no premeditated opportunity to collaborate with students of different backgrounds (to their own). As the quote below states quite well, negative biases and stereotypes can best be deconstructed through personal, meaningful and respectful interaction.
If people are able to deconstruct and even eliminate these negative stereotypes, the conflict between them can be resolved.
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
One question that remains and seems more challenging to possibly answer: How could group assignments/ team work within a Unit and class be framed as engaging and active, without (unintentionally) introducing a false sense of competition. As team work and project outcomes are in juxtaposition to all work created in class, comparisons amongst teams are unavoidable.
Pedagogy of Social Justice Education
• Responsibility and empowerment
• Experiential education (text study, guest speakers, field trips, interactive activities)
• Freirean notions of social justice
• An examination of individual and group identities (social identity theory)
• Intersectionality
Retention and attainment in the disciplines: Art and Design
Reading the report and article: Retention and attainment in the disciplines: Art and Design I was surprise to find out that Art and Design is amongst the highest rated disciplines resulting in non-awards when students leave programs. According to the report, statistics reveal white students (6%) and Black student groups (Black British Caribbean 9%, Black or Black British African 13%, other Black backgrounds 10%) leaving without a degree.
In the article, the conversation turns back to the lack of resources in both staff as well as infrastructure, resulting in group work due to large student numbers. An individualistic and more customised approach is not feasible, as student consolidation is necessary to accommodate a majority, as the following quote states:
However, with increasing group sizes, and the increase in diversity within Art and Design studio spaces, providing feedback at an individual level for learning becomes increasingly challenging. The ‘atelier’ method of working, which includes the “watch me and learn from me”, or the “sitting next to Nellie” approach (Swann 1986, p. 18) is no longer feasible.
Retention and attainment in the disciplines: Art and Design
As the report states further, this leave students in an effective (pedagogic) void, resulting in low scores in the National Student Survey (NSS). The student experience (on an individual basis) is not effectively being supported or accommodated. This effectively leads to both, low retainment and attainment numbers in return.
Assessment and critiques are another subject of contention, addressed in the study. As large student numbers and cohorts often leave no choice but to engage in group critiques, a multitude of issues arise that can be rather problematic. Amongst them social anxiety and extreme shyness (to name a few) can provide an unsurmountable obstacle to a student, effectively rendering them inactive. A lack of trust and familiarity wishing groups but the smaller- and larger student body provides yet another void; In order to counter act and balance this void, critiques and feedback would have to be given in smaller groups or on an individual basis, fostering a sense of trust. However, this sense of trust can only (and organically) be formed through positive engagement and in-person interactions. Once established, it does have to be maintained in order to sustain itself. Both, students and tutors play an active role in potentially accommodating and caring for such a space.
The following and most important point that struck me out of the article: Retention and attainment in the disciplines: Art and Design was the following:
the importance of students having a strong sense of belonging in HE which is the result of engagement and this is most effectively nurtured through mainstream activities with an overt academic purpose that all students participate in.
Retention and attainment in the disciplines: Art and Design
In our BA Animation course and Year 1, students often feel like a number rather than being perceived as individual human beings. Due to large numbers and cohorts, lack of resources and space as well as opportunities to congregate and socialise, there can be a sense of anonymity in association with a student body.
Building a sense of community and collective that feels tangible and reliable is therefor absolutely crucial. Social networks and interaction (in person) plays therefor an integral role in student’s educational experience. More often than not, a student will not participate and disappear off the map when not feeling a sense of belonging. The sense of belonging has often little to do with course work or unit assignments, but rather social environments and opportunities. This raises the question of resources and their implementation and distribution; A simple but effective example a communal areas for cohorts to congregate and socialise, within- or outside of an academic context. Physical spaces where cohorts and students could congregate and remain for the duration of the entire academic year could greatly contribute to retention and attainment. Past experiments in our Year 1 (P!nkFlea) have shown, that social venues often are used as a platform for knowledge exchange. Students teach themselves and others, become aware of one another and assist where need be. It not only fosters a sense of community and belonging, but also extracurricular support.
White Academia: Does This Affect You?
Reading through this article and interview, I had a deep appreciation for both, the interviewer and the interviewee. The space, framework and context the interview was held in felt save and obviously relevant. It provided a unique method of “eavesdropping” into a conversation with permission to do so. It provided a rare insight into (what appears from the interview) the white academic staff member (and line manager?).
From the start, it was clear that the interviewee remained anonymous, which not only made sense but also provided the necessary protection in order to have an open and honest conversation. This played the groundwork for trust. Trust seemed to be a through line and integral element during the interview. The interviewer stated on several occasions, that there will be no judgment or repercussions of any sort. In my opinion, it truly began to establish a relationship (right before lunch) of two human beings that did not know each other well beforehand yet are working for the same institution.
Right before lunch and the interview concluding the interview, a last questions form the interviewer triggered a more honest (and lengthy) response. The white academic member of staff admitted, that they generally avoid any organised venues discussing race. Reason being: They don’t feel comfortable participating, as they have little to add or say due to the lack of experience. The white academic member of staff stated, that they are neither black nor female. However, the interviewer did admit that having now participated in the interview felt like a first step and a beginning.
A first step, initial contact or beginning (the ending of the interview) felt the most relevant to me. As with any relationship, it takes time to establish trust. Even if nothing can be contributed in experience, questions can be asked. Asking questions not only shows active engagement, but also begins to built knowledge and experiences. Engaging in any sensitive topic or subject matter ideally happens through questions, rather than statements. It then requires the mutual respect and trust of all parties involved to openly and honestly have a discussion around this sensitive topic, in order to not only clarify but mostly calibrate the conversation.
In Year 1, I’m engaging with all students on a personal level during personal tutorials. More often than not, issues of personal health (mental- or physical) are the topic of conversation. Students often struggle with issues outside of an academic context, imposed on them from the “outside world”. Reading this article and interview, I have began to think about facilitating conversation around inclusiveness and race in Year 1 during our socialiser (P!nkFlea). The article made me realise that there is currently little resources allocated in Year 1 to have more personal conversations around inclusiveness and race. Ideally, I’d love to have students interview students or staff in a similar setup: Possibly anonymous but building trust and reinforcing positive experiences and relationships.
Race: A socially constructed system of classification of the human population into distinct, unequal, discontinuous groups, base, from the 17th century onwards, on physical features and ancestry. Though the concept existed long before this time, in many different forms, it was use by European scholars, scientists, merchants and nobility to legitimise and justify their genocide and dispossession of the peoples of America and enslavement of sub-Saharan Africans
https://issuu.com/shadesofnoir/docs/peekaboo_we_see_you_whiteness
by Ben Hirt
Religion, the public sphere and higher education
Professor Craig Calhoun, London School of Economics and Political Science
The ‘vaguely Christian’ UK
Reflecting upon The ‘vaguely Christian’ UK, the article addresses the absence of public expressions of personal faith in British public life. Calhoun states that the Roman Catholic Church (amongst other Anglican voices) still dominate, infiltrate and influence public discourse to a large extent. Political matters such as moral ethics surrounding capitalism, multiculturalism as well inequality are still playing an active role, propagated by these religious voices, hindering social progress. Unlike other countries, such as the U.S. where freedom of religion is celebrated in society, a ‘low-church’ culture has been historically established over centuries.
In the UK, a subliminal message of ‘British are Christian’ is constantly diluting and denying the multicultural changes and its realities. Although Hindus, Sikhs and Buddhist are prominent in British public life, world events over the past two decades have shifted the focus on Islam. This not only contributes to another distinction and differentiation, effectively singling out a religion and creating yet another separation.
More recent statistics have revealed that almost a quarter of UK citizens to not identify themselves with any religion. The article further states that citizens who neither support nor oppose religion (of any kind), fall under the category of ‘vicarious religion’.
As I was not familiar with the term/terminology: ‘Vicarious religion’, I ended up doing a bit more research. This brought me to an article on Vicarious And Default Religion by Professor Evert Van de Poll, who pointed out the Swiss example: As a public referendum resulted in a vote against the construction of minarets in 2009, the right wing political party SVP successfully convinced voters of a “cultural heritage” thread if facing a Muslim presence. As Christianity is seen as a normal part of the cultural landscape in Switzerland, citizens who neither support nor oppose the religion are subconsciously biased.
In conclusion, I have many more questions than answers. I was mainly wondering to what extend the public qualifying under “vicarious religion’ can be held accountable for not more actively playing a role and participating in the conversation? As it is a thin line between indifference, non-involvement and passively propagating a historical agenda, governments would potentially have to address their cultural heritage that are deeply ingrained in society. Taking Switzerland as an example, demographics have changed significantly over the past two decades. In 2019, almost 1 out of 4 citizens have a migration background. 80% (2.9 million) were born abroad and qualify as first generation migrants. 20% therefor fall under second generation. Of the 2.9 million, 38% have Swiss nationality and are eligible to vote. The most common foreign nationalities are Italian (10%), German (9%), Portuguese (7%) and French (4%), according to swissinfo.ch. As the right to vote does not apply to a majority of foreigners living in Switzerland, their views and voices are not being captured. Raising awareness in tolerance and change would therefor have to be implemented by the educational system. However ,it is this very same educational system that is reliant on law makers, political parties and their politicians.
Religion and dissent in universities
Having had a closer read on ‘Religion and dissent in universities’, the UK Government policy PREVENT stood out. It’s implication and legislation in 2015 expanding into educational policies, effectively creating a link between anticipated political violence, extremism and educational institutions. Schools are asked to more proactively participate and take a role in preventing the recruitment and radicalisation of pupils. By using a framework of ‘Guidance on promoting British values in schools’, provided by the British Government, institutions are asked to implement the following, exemplary points:
In order for schools and childcare providers to fulfil the Prevent duty, it is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. Protecting children from the risk of radicalisation should be seen as part of schools’ and childcare providers’ wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences.
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As the legal text and section above states, radicalisation does not only apply in a religious context, but also in relations to drugs, gangs, human trafficking and sexual exploitation. What appears to be common sense at first glance, the article does raise the question of profiling. As educational institutions are neither educated nor equipped for policing, the PREVENT initiative is certainly pushing the boundaries in expanding and offsetting responsibilities.
It is my opinion that educational bodies (such as universities) do have e responsibility towards the student body. Hence, it is important to monitor students and their well being. As issues are often flagged up during personal tutorials regarding private matters, tutors and staff do need to take action on a case to case basis. Student issues are often multifaceted and complex to understand. Most tutors (including myself) are not psychologically trained and rely on mental health professionals to assist if need be. In many ways, a mental health assessment (therapy) would be a more accurate assessment of a student’s condition. Potential red flags and issues regarding the criminalisation or exploitation of a student could be evaluated more carefully during a screening. By focusing on the state of mental health and well being of a student, the human condition and circumstances is being actively evaluated. It is this careful evaluation that must not stand in relation or connection to any ethnic- or religious background and therefor avoiding any racial biases and profiling.
Schools and childcare providers can also build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist5 views. It is important to emphasise that the Prevent duty is not intended to stop pupils debating controversial issues. On the contrary, schools should provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments.
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The section and article above once again raises the question of format and context. As academic institutions rely on freedom of speech regarding debates around values, ideologies and culture (amongst other subject matters), academia inherently provides an open- and safe space for knowledge exchange. I don’t believe it is an educational institution’s obligation to promote any “fundamental cultural values” informed by the institutional body itself. A true and unbiased open space should remain neutral. Educational institution should provide an open space for any discussions and knowledge exchange to unfold, without imposing and interjecting its institutional views, effectively disrupting the very same space. Likewise, it is not an educational institution’s function or responsibility to propagate any political agendas or specify such content. “Young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments” can certainly be ONE aspect of many to be considered when investigating, researching and debating a particular set of socio-economic and political challenges, but it should by now means sway a conversation into a single direction. It is important to acknowledge, that conversations (in- and outside of academia) are an ever so evolving process, that most often do not conclude in any definite state and therefor remain uncertain. Hence, any politically motivated messaging effectively introduces the contrary: A set of values that have been predetermined and do not offer an opportunity “to develop the knowledge and skills to challenge extremist arguments”.
5 “Extremism” is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. Terrorist groups very often draw on extremist ideas developed by extremist organisations.
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In my opinion, the annotation above raises some cause for concern. Not being from Britain myself, I do not necessarily understand, live or celebrate “fundamental British values”. As stated above, fundamental British values are mainly defined by law makers implementing the rule of law. However, it is those law makers that in a democratic system are also democratically elected. This raises the question of representation and equality: Are the current laws in Britain reflecting current, “British” values? If so, what are those values in its modern form? How has the demographic of Britain changed over the past decade? Who and what is Britain in 2023? Often, an old set of values is being imposed, applied and referred back to, without taking these questions into consideration.
Examples of the understanding and knowledge pupils are expected to learn include:
• an understanding of how citizens can influence decision-making through the democratic process
• an understanding that the freedom to hold other faiths and beliefs is protected in law
• an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
• an understanding of the importance of identifying and combatting discrimination
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The bullet points above are probably to closest set of norms and values that academic institutions generally aim for. In this case, there is no discrepancy between the UK Government’s overall mission and the educational sector.
In conclusion, my attention and research was brought back to the Universal Declaration of Human Rights (UDHR) by United Nations, signed in Paris on 10 December 1948; More specifically to the first two articles stating the following:
Although not all-conclusive, the first two articles are aiming to not only establish a basic understanding of equality amongst all humans, but also define a framework for calibration within society.
Religion as a public good
Reading through the article and paragraph on “Religion as a public good’, a couple of sections (listed as quotes below) have come to my attention, provoking a few more thoughts:
The public sphere is not simply the government or a realm of public ownership. It is the mutual engagement of citizens – and often others – in debate and the formation of culture as well as voting and decision-making.
Religion in Britain – Challenges for Higher Education
Much to my point earlier on (participating in a democratic system by voting), the quote above does elude to the same phenomena. As the government is representing the pubic and vice versa, it is crucial to not differentiate and actively create a devision between the two. Although a governmental body is an organised entity managing public life, it can and should not be regarded as an independent instrument, but rather closely connected to the public. In an ideal scenario, the dissonance between government and the public is kept at a minimum or at best does not exist. Hence, the public ownership should at all times be informed by citizens actively engaging. This remains true to all political topics as well as religion. It is the people’s and government’s responsibility to equally engage with any religion truly. Not for the sake of simply engaging, but for the purpose of public education. By providing equal access and visibility, an open discourse can be held. Trying to divide and separate the conversation not only feeds into secularism, but also deprives the public of a chance to familiarise themselves with the unfamiliar.
While public policy is organised to pursue the public good, the public sphere includes discussions that help define what should count as the public good.
While public policy is organised to pursue the public good, the public sphere includes discussions that help define what should count as the public good.
In a perfect world, public policy and public sphere would be running in sync, and therefor be up to date at all times. However, as the democratic process cannot foresee and implement laws democratically accommodating the public sphere, the process remains reactive and not proactive. The public sphere (the citizens) have to come to an agreement first as to what and how should be regulated (if at all). This process is time costly and simply cannot catch up fast enough with the public sphere that in the meantime has transformed once again. At best, public policy sets a flexible framework allowing for swift change and adaptation if need be. In case of disagreement and potential conflict, it remains true that public policy regulates and represents a majority. Discussions that should not count as public good run the risk of being unprotected in case of conflict. It is then back to citizens (and societies) to find solutions not involving public policy but communication, stated in the following quote:
Shared public communication and open interaction are better.
Shared public communication and open interaction are better.
Following this logic and concept, I am not sure if the following quote and section is beneficial in approach:
The point is that members of minorities may need some level of in-group solidarity and recognition as a basis for extending themselves into wider relations.
The point is that members of minorities may need some level of in-group solidarity and recognition as a basis for extending themselves into wider relations.
By actively fostering “some level of in-group solidarity”, I could’t help it wonder, if this defeats the purpose all together. As the article states on various occasions, inclusiveness supersedes exclusiveness. The public sphere is asked to be inclusive and not exclusive. Hence, creating any sort of isolated sub-groups introduces a concept of exclusiveness once again. If the public should be able to have access to “the public sphere” at all times, no-one should be either singled or left out.
Alia Yousseff | 50 // Higher Power: Religion, Faith, Spirituality & Belief
Aalya, Saba and Salimah all draw attention to the concept of complex identities. Their unique “systems of believe” not only inform their active decision making on a daily basis, but lay the groundwork for inclusivity when interacting with others. Each representing a unique viewpoint on the world, they reveal a customised approach in assisting progress. All of them demonstrate and contribute in various ways to the notion of sustainability, in one form or another.
Aalya brings attention to the concept (and reality) of being parts of a minority, within a minority within a minority. Identifying herself with the Islamic ethos, Aalya studies Islamic societies and civilisations in her Master program. Aalya is interested in people who exist on the periphery of society and its norms. By celebrating inclusivity, Aalya loves to be an ally for others. Coming from a farming background, she creatively managed to also merge her background with her academic, artistic training.
Saba’s interests are vastly spanning across the sectors of data and technology, health, food, fitness and wellness. Working as a Data Coordinator at an Urban Farm aligns with her moral- and ethical values regarding sustainability. All of her knowledge and skillsets can be individually or jointly activated, dependent on the task at hand. Her various interests and skills have created a save-haven for herself. She calls it her “sanctuary”. She emphasis the importance of learning, being informed and “knowing your options”. This informs her decision making into the future. She’s also aware of her heritage, cultural- and religious background. Saba is trying to educate as many people as possible on the stereotype of muslim women not being independent.
Salimah manages to successfully extends her business practice as a Yoga trainer into the outside world. She loves the interaction with people when exploring a new space. She’s following her intuition combined with a positive outlook on active engagement with others. This positivity transcends and bridges gabs. It connects! This approach is highly educational for both parties, her self as well as the people she engages with. It is a customised approach that pays attention (and respect) to the individual. It emphasises and celebrates these momentary human connection we all need.
When I asked Salimah how she thinkgs she’s perceived she responded: “Lesbian, Yogi, Brown, Muslim aka Human” but she would prefer to just be perceived as human.
https://shadesofnoir.org.uk/journals/higher-power-religion-faith-spirituality-belief/
Education at its best finds and supports individual human beings, accompanying them along a highly customised journey suiting their specific needs. Those needs, usually reflected in a student’s interests, are unique to every human being, informed by their values and systems of belief. Art- and Design Programs and their education around the world, large or small, provide a structured and organised framework for humans of all ages to (re)discover their creativity within. This is often in reference to the “personal voice”, which plays an integral part in arts education.
When working with young adults and students, finding this “personal voice” of theirs is often a complicated and inconclusive process. Not focusing an the achievement but rather on the discovery of personal voice shifts the focus automatically to more personal and complex systems of belief. Students in now days world and society often struggle to orient themselves. As the world has become more globalised and layers of complexities have been added due to social media, students often struggle to find their personal voice and identity. A vast media landscape and various offerings can be distracting and disorienting at the same time. It therefor remains crucial for students (humans) to keep searching for their personal voice and identity, as this remains an everchangning process throughout our lives. Discovering and nurturing this personal voice has often led to a variety of entrepreneurial endeavours outside the world of visual arts, finding its way into the non-profit- and commercial world. However, it is this personal voice that hopefully transcends in values, informing interactions with other human beings, both in personal- but also business practices.
by Ben Hirt
Disability and dyslexia
Under “Disability and dyslexia: what to expect”, the Disability Service Team lists an array of useful resources and information, including confidential advice, assessments, accessing equipment as well as special mentoring.
This current academic year (2022/23), a fist-year student of our BA Animation Course at LCC was accompanied by a “study assistant” provided by the Disability Service team.
The study assistant’s role is largely to support the student’s understanding of what is being discussed in class and assist with simple queries.
One challenge I was facing when being contacted by the disability team and advisor was in relation to confidentiality and privacy. During the first few weeks into Bock 1, the student in need of help did not share permission or consent to be identified to either tutors or myself. Although the student was accompanied by a study assistant at all times (the study assistant was able to identify themselves), neither tutors nor myself were able to further assist the student in need, as they did not want to be singled out during class. This provided us with a challenging situation, as many of the classes entail sophisticated computer software (digital animation software, such as Adobe After Effects, Autodesk Maya, ToonBoom Harmony). As the study assistant provided by the disability team was is not familiar with with these digital tools either, the student in need often found themselves left in limbo. Although overall tasks could be rephrased, reframed and communicated in a simpler fashion to the student in need by the study assistant, more technical information (regarding software) to complete individual tasks could not. As the student in need did not want to stand and began to avoid more complex questions regarding computer software, a widening gap of technical knowledge began to emerge. At this stage, both the student in need as well as the study assistant were lost.
Further discussions with the disability advisor as well as the study assistant revealed and confirmed an unintended consequence. By not allowing tutors to acknowledge the student in need due to an active “non-consent” in place, the study assistant’s function changed from translating into tutoring. This caused an effective delay, as more technical information had to be absorbed by the study assistant, summarised, clarified and simplified before relaying to the student in need. Although the study assistant tried their best to accommodate both student in need and tutors, this became an impossible task to manage.
Reflecting on this very incident and potential future cases when working with students with learing disabilities, further resources would have to be provided via online. A possible solution could entail a customised online library of video tutorials. However, these video tutorials would have to be purposefully designed in length, sequencing as well as pacing of content. Furthermore, learning outcomes such as Enquiry, Knowledge, Process, Communication as well as Realisation would possibly have to be reconsidered when assessing students with learning disability.
Film: Christine Sun Kim
This intimate film depicts a journey and studio visit with Christine Sun Kim. The film starts out in an apartment in Manhattan (NYC), where we meet Christine getting ready to leave. As we follow her journey through the city and into what appears to be her studio space, Christine begins introducing herself as well as her studio space. It is at this stage that we realise as an audience, that Christine, unlike most viewers watching the video, did not hear any of the sounds whilst traveling through the city. The beginning sequences of this film eludes to the fact that most often we assume rather than observe and question. As Christine is recording audio on the streets of Manhattan, before resuming her journey to her studio space, the viewer possibly assumes that Christine is not only a sound artist but also able to hear sounds, much like the viewer.
Christine’s studio and art practice reveals an array of projects and approaches translating sound in a physical and visual state. Various electronic- and sound devices are connected to artificially connected membranes, often providing vibrating surfaces stimulated by electricity. These resonating and vibrating surfaces take on a kinetic function when interacting with buckets of paint, paint brushes and paper. Arbitrary patterns caused by splashes of paint begin to visualise an interactive depiction of sound. Individual sounds as well as soundscapes in their entirety visually manifest and reveal a world of colour.
Reflecting on the film, Christine’s disability as well as art practice, I began to question my assumptions when working with tutors and students alike. As sound translates in a different fashion in Christine’s case, it by no means is absent. Quite the opposite seems the case. Christine’s disability enables her to experience sound through ulterior means. Christine’s sensory system possibly perceives and translates air-pressure and vibration differently. Sound is not absent in her case, but present in a different form.
As we are currently re-writing Year 1 in the BA Animation Course at LCC, we began to think about how to reincorporate sound. It is by pure coincident, that sound and its importance to animation has been on the forefront of our team’s conversation when reconsidering Unit contents. Sound as a medium offers an excellent opportunity for not only teaching purposes but also sensitising students to ulterior methods of perception. Christine’s film has therefor provided me with many ideas regarding potential course content and exercises. Furthermore, the film opens up a broader conversation about course materials, content and exercises in relation to accessibility when working with students of disability.
#DisabilityTooWhite Creator Vilissa Thompson
In this interview and article, Anita Cameron states that non-disabled people of colour often do not recognise disabled people of colour. Anita critically examines the current climate amongst African American communities and organisations. Anita states that these communities tend to generalise and refer to the medical model of disability, rather than providing a larger context in media. Anita advocates in fact for more representation of disabled people of colour in media. Individuals, their circumstances and stories should be presented with more opportunity to be portrait and represented. Creative representation on screen, in writing, acting, directing but truly in any creative endeavour. As Anita states in the interview, a lack of representation implies an absence of financial models und funding opportunities.
Upon reflecting on the article and interview, the question of representation in relation to isolation became more evident. In the interview, Anita points out that underrepresentation effectively leads to isolation, as disabled people of colour are not represented on screen. At best, people of colour take on the role of portraying disabled people of colour. This presents a false dichotomy. Instead of empowering disabled people of colour by actively casting them in TV-Shows and movies, this opportunity is taken away from them. This missed opportunity is a missed opportunity of inclusiveness and ultimately hope.
The notion of of over powering marginalised groups whilst advocating for them is another point that truly resonated with me. It is a fine line between trying to assist and contribute to the conversation, whist not (unintentionally) convoluting the dialogue. The balance between a more active- versus passive role would have to be carefully calibrated and orchestrated with all parties involved. As Year 1 Leader of the BA Animation Course at LCC, it is often challenging to notice, manage and facilitate such conversations. Managing large student numbers alongside tutors in Year 1, there is a certain amount of constant, arbitrary commotion carrying various conversations at any given time. Hence, specific projects would have to be set in place in order to direct the conversation and focus more specifically on this topic. However, I do believe that this subject and topic would benefit from a collaboration with an organisation providing the necessary expertise.
Deaf-accessibility for spoonies: lessons from touring Eve and Mary Are Having Coffee while chronically ill by Khairani Barokka (Okka)
Pain hides in plain sight. In this article Khairani Barokka describes the challenges of both, modern science and society to cope with chronic pain that is neither visible nor detectible. The article effectively juxtaposes the difference in health care and medical systems between the United States and UK. Thanks to a more hollistic approach under the NHS, the author was finally able to enter a holistic pain management programme through the NHS. This not only enabled them to get access to pain specialists, but also had an important psychological effect: It acknowledged their pain and chronic condition as such, finally made them feel understood.
In Year 1 of the BA Animation Course at LCC, I was confronted with a first year student revealing an illness of chronic pain during a personal tutorial. Much to the detriment of the student, medical examinations and records (conducted by the NHS) has not revealed any particular cause, nor did it state a chronic condition as such. However, this did (and does not) make a difference in the students life, as they are struggling on a daily basis to manage basic tasks. It is an immense effort for the student to additionally keep up with assignments and tasks whilst at University. Besides modest extensions, additional time and personal tutoring, there are little resources available to assist the student. As modern medicine appears equally helpless in diagnosis and approach, there is a sense of despair that is hard to ignore. Unlike in Barokka’s case, the fist year student has been brushed off by the NHS as well as GP and not been taken seriously. To make matters worse, their legal guardian and parent do not believe that their child suffers from any chronic condition or pain. At this stage, animation, art and the University as such no longer has priority as both student and student services are trying to find ulterior solutions accommodating the students more urgent circumstances.
Disabled People: The Voice of Many
A Note From Birds Of Paradise | Jhinuk Sarkar & Robert Sofltey Gale
In the article: A Note From Birds of Paradise, Robert Softley Gale states that a wider population still perceives disabled and impaired people as vulnerable. However, instead of tapping into hopelessness and despair, he reframes the conversation and turns it around. Gale states that the disabled community needs to give others good reasons to want to hear about their lives in order familiarise themselves with the challenges and circumstances disabled people are facing. Gale also mentions that there (at first) seemed to be a conflict of interest when communicating to both, the disabled and abled audience at the same time. Could one side understand the messaging without the other side being left out or offended? The actual challenge was to overcome shame and not shying away from presenting disability to the public eye. Decades of a hiding away culture amongst disabled people have created not only a void but absence in the public eye. Conversations that should have been held in public did not take place. By not hiding away disability and in fact embedding it through performances and art, Gale states that the conversation has matured, now better able to articulate the needs of disabled communities.
Gale’s article emphasises an important aspect that I was unaware of: The fact that disability to this day is often hidden away by society enlarge. Hence, disabled people do not feel comfortable addressing their circumstances. As Year 1 Leader, I am holding personal tutorial with every singe student durning Block 1 as well as Block 2. There have been occurrences where students would address wider aspects of disabilities (often not visible to the naked eye). I often rely on student to feel comfortable in sharing this information with me, as it is not compulsory to do so for them. Knowing more about a student’s individual circumstances and struggles often helps facilitating and adjust/adapt assignments or group work. However, it is a fine line between providing a confidential space for a disabled student to share their challenges but also not be shying away to do so. Under ideal circumstances, we would be able to address individual disabilities in the collective without singling out any particular student. This would help inform future discourse, student learning and inform creative endeavour’s along the way.
The following quote by Gale struck me as particular relevant in relation to this debate:
All we can ever really do is share our stories – tell people about our experiences of the world in which we live with as much humanity, honesty and empathy as possible. We cannot make the outside world see us in a certain way – we can’t force them to stop desexualising of fetishising us, to stop patronising us, or to stop othering us. All we can ever do (I truly believe) is share a little bit of our truths, welcome “others” into our world and invite them to look around for a while
Robert Softley Gale
On Case Studies | 27.02.2022
In our first task of the morning, we had to divide up into sub-groups on our table and take 20-30 minutes to (re)read a case study provided by the course.
Our group decided on the case study on: Improving teaching: Enhancing ways of being university teachers (Giorgia Dall’Alba, University of Queensland, Brisbane, Australia, 2005)
When reading through the case study and pages, I noted / marked certain sections that seemed interesting to me/ stood out. Before beginning to read the article, I first had to clarify important terminology in orderer to accurately respond to the text:
Epistemology: The theory of knowledge, especially with regard to its methods, validity, and scope, and the distinction between justified belief and opinion.
Ontology: The branch of metaphysics dealing with the nature of being.
Epistemology in the service of ontology
The case studies enlarge raises the question of how to be better University Teachers. The following points listed are a culmination of important points raised in the article, as well as personal points of views added in order to further inform our group discussions.
Icebreaker
During our Icebreaker, we had to “recount and share a positive educational experience from your past that has remained memorable and vivid:
Sarah: Was teaching 20 years ago for 4 years. Just recently getting back into teaching has shown her an array of changes that have taken place, not only technologically but also methodically. Student bodies are entirely different and expect more from a course nowadays.
Eleni: Introduced a new way of student collaboration by including students across all years within a single class and Unit. The feedback has been largely positive, younger students being able to learn from the experience from older ones.
Knowledge and Values in Education
UKPSF
UK-Professional-Standards-Framework_1570613241-1Download
Defining Key Terms: Utopian Thinking?
Climate Justice
Embedding Framework – Climate, Social and Racial Justice.pdf
Practices of teaching and making recognise and display that human ecological identity requires a shift in action as well as thought. No longer accepting the practices of an extractive society. Instead practicing life- sustaining cultures, committed to the health of the world.
Reflection on Framework and Awareness: How the model could be adapted and improved.
When taking a closer look at the current Framework and its 4 stages, it came to my attention that Awareness (stage 1) seems to hold the most potential for future adjustments and adaptations. Awareness is the “home” of many secret ingredients culminating in a potential concept or idea (ideation). Upon further reflection and contemplation as to how awareness could play a more significant role in academia and the visual arts, the question of research and expertise arises. On the topic of Climate Justice, it is important to understand that this very subject is of extremely complex nature. As the word “Climate” indicates, the subject is itself is of scientific relevance. It therefor is crucial to understand our role as creatives and storytellers within the context of visual arts. We are neither scientists nor experts on the subject of climate. As artist and designers, we are trained to visually communicate complex ideas. However, entering the world of science and its complexities requires further assistance and collaboration. Besides conduction preliminary research, it is of the essence to connect and work with experts on the subject matter. Specialists out of the private- or pubic sectors play an enormously important part in framing a project or conversation. Conceiving and designing a potential concept, idea and project requires a close collaboration with specialists in order to avoid any confusion or misinformation. Regarding the topic of Climate Justice, experts already nowadays agree to disagree. Scientist have reached a consensus in terms of urgency and messaging, but not in approach and application. Various scientific models reveal a wide spectrum of results, supporting an array of scientific claims. Scientists are trying to constantly gage the potential of new theories and approaches in problem solving. Amongst the ever so changing theories and scientific studies, artist and designers have little opportunity to orient them selves, let alone decrypting the chaos. It is therefor important to not take this matter upon ourselves, nor claiming to have any major agency or impact when marketing academic content. As artists and designers, we can certainly be of assistance on the matter, contributing our expertise where need be. However, it is important to realise our role, function as well as limitations within the field of science. When it comes to Climate (-Justice), the best we can hope for is an interesting, informative and conducive collaboration with experts, possibly giving life to a new project or idea in order to point towards adaptation and hope into into the future.
Today’s group session was focusing on individual micro teaching sessions we had to prepare in advance. Each member of the group had the opportunity to teach a brief, 20 minutes workshop or class surrounding an object or item we had to bring along. Some peers decided to work off a concept or idea, rather than presenting through an item.
As for my micro teaching session: I decide to experiment by taking a more pragmatic approach. In an attempt to teach tutees the technical concept of Manual Exposure in photography, my lecture made use of direct communication and a frontal teaching method by using the whiteboard. The biggest challenge was to work around the preconceived concept of hierarchy when teaching. By standing in front of tutees and lecturing in front of a white board, a sense of authority and expertise is subliminally being communicated. Setup, placement and orientation of tutees in relation to tutor implies directionality in both, presenting and communication. The focal point shifts away from the collective to the individual, effectively creating a center stage for the presenter. Furthermore, the abstract nature and complexities of digital technology risk the danger of disassociating and disengage a student body.
In order to counter act, both the perception of hierarchical teaching as well as the abstract nature of digital photography, I decided to actively allow and interweave humour, mistakes, malfunctioning and gamification throughout the session. Early on in my session I admitted to a mistake I’ve made when handing out my personal camera to the tutees. As I was trying to have tutees manually manipulate ISO, Aperture and Shutter Speed in order to achieve a correct manual exposure, the camera was set on full automatic. This mistake was not planed or intended to take place, but organically provided an opportunity to introduce and legitimising the concept of making mistakes as well as lacking expertise. Within seconds, my role temporarily transformed from being a tutor with expertise to being a partaker and tutee myself, still making mistakes. This single incident broke open the barrier and boundaries of admitting that we all at times simply do not know. Furthermore, it also levelled the playing field, effectively recalibrating the presentation into a conversation, setting all tutees as well as myself back to square one. I personally viewed this event and occurrence as the inciting incident and outset for the journey into our session.
As mentioned above, I’ve decided to bring my personal photography camera along, representing not only an item but also allowing tutees to physically touch and interact. Both, Aperture and Shutter Speed are physically allocated and visible on the camera body / lens. However, altering the ISO required more in depth knowledge and understanding of the camera’s internal Menu. As time was limited and students kept passing along the camera after trying to take a photo using manual exposure, the focus of achieving the objective (taking a correctly exposed photograph) quickly shifted back to the presentation in exchange. However, as tutees were able to touch and feel the camera, the abstracted and presented content presented on the white board began to manifest. Handing the camera from one tutee to the next after potentially “failed” attempts of taking a photo, introduced an element of gamification. Furthermore, by sharing not only the device but some of the despair when interacting with the device, a sense of unity and joint effort was palpable in the room.
Eleni opened the sessions and brought us along a journey into the world of meta-cognition. By using a camera device or phone, we were asked to explore the space within the frame through several exercises. Eleni was bringing awareness to our subconscious in relation to meta-physical spaces and their cognition. What one person perceives as a subliminal, claustrophobic and synthetic space to navigate, another person perceives as liberating in reference, framing and constraint. Together with Kat, we explored several options to push, pull and stretch out the frame, challenging a confined space. We also tried to control the frame, space and its content by occupying as much of the frame’s space as physically feasible.
Peju introduced us into the world of hand knitting and textiles. She opened the class by remaining silent, as well as splitting the group in half. By handing out visual instructions printed out on paper, she enabled Group 1 to follow instructions whilst she remained mute. Knitting along in silence but partaking in the activity, Peju demonstrated effectively how a group of tutees will take on the responsibility of self learning and teaching through active collaboration amongst peers. By not verbally assisting students in the classroom but non-verbally accompanying them along their learning journey, a heightened sense of self awareness through active learning and participation organically spread throughout our group. Much in contrast to Group 2, who was verbally assisted and shown brief demonstrations of individual instructions. Tutees’ focus shifted away from self-responsibility and active learning, relegating their efforts to Peru as the tutor. An odd symbiosis and repetitiv cycle was noticeable between individual tutees and the tutor. In exchange for information through direct interaction, tutees began to work in isolation and direct contact with the tutor, rather than collaborating with their peers.
Kyinat was introducing the concept and idea of a single item or place representing our current state, persona and our history. Her micro teaching session was focusing on embracing our past by thinking of a single instance (physical or conceptual) representing our whole. Object, places and stories quickly began to reveal deeply personal insights tutees were comfortable sharing. As a group, tutees and tutors all at once, we felt comfortable and trusting with one another to indulge in this exercise. However, there might be further implications when exposing younger students to such a task and content. As students nowadays are often struggling with mental health, this exercise could potentially backfire and open a can of worms. Parameters would have to be set in place in order to guide a younger student body more closely, managing both anxiety and expectation.
Michiko took the micro teaching opportunity into a different direction, both conceptional as well as geographically. By introducing us to the concept of Tsukumogami, Michiko asked us to picture (and draw) an item set in 200 year’s time. What would the item look like? Would it still be “alive”? Where would the item be? What would its environment look like? Tsukumogami is the concept and idea of objects taking revenge on humans by not being able to disintegrate/naturally fade away/pass away/dissolve. As humans are fabricating and manufacturing all sorts of object in conjunction with a materialistic system and society, objects are not being consulted or asked if they’d like to exist. Assuming that any object manufactured has a life of its own (spiritually as well as physically), its lifespan will potentially exceed ours. As humans, we are biodegradable by nature and will organically disintegrate. However, most objects that are being manufactured these days are not biodegradable. Oil based plastics have a life up to 250 years once produced. Imagining that a majority of objects will exist on our planet well beyond ourselves, the idea of these objects trying to take revenge on us is not far fetched. As Michiko explained: Audible sounds and noises at night are an uncomfortable reminder of these objects having a life of their own, eluding to the great damage we have done (and still do) to this planet. A nightly parade of these objects serves as a stark reminder that their presence and deterrable soul will be haunting all of us alreayd now but certainly into the future.
Icebreaker
“Teachers, like their students, have to learn to love the questions, as they come to realise that there can be no final agreements oar answers.”
The Icebreaker brought up an interesting and important question: When engaging with a student body, should we consider our role to be an active learner and participant as much as a tutor?
Upon reflecting on this question and proposition, I’ve come to realise that there is an absence of hierarchy and order in all of my classes. When I began teaching at RISD shortly after graduating from the school, I continued a teaching- and learning practice/ philosophy from teachers I was exposed to myself. As a student at RISD, there was little to no hierarchy felt when in studio. Teachers clearly set the schedule and perimeters of the class and projects we were working on. However, as most studios felt like a creative exploration and experiment, the teachers often didn’t know themselves where students would wander on their creative journeys. Hence, I’ve approached teaching in a similar fashion. I didn’t know of any other way to approach and engage with a student body and their creativity. It felt natural and comfortable. Furthermore, engaging as a teacher and tutor kept me engaged and involved in every single student’s project. As I was actively participating and assisting/guiding students along their journey (staying away from suggesting ideas or imposing my own views), I was learning to manage and coordinate this social experiment that differed teaching into the same Unit each year. My active participation and engagement allowed me to learn, adapt and adjust the content and course of the class in a flexible fashion. Therefor, the classes remained vivid, current and calibrated to the student body and its energy.
Learning Design Workshop #1
The groups feedback upon presenting my project brief (Hiding Place) was mainly positiv and encouraging. The idea of customising a student’s journey by implementing and interviewing a tangible, physical location (such as a city) in order to trace a students (learning) journey seems to have resonated well. As the project brief focuses on experiencing, working and building on “moments”, initiating and advancing a process, moving the class outside seems a conducive for for students and tutor alike. The question of documentation of the process along the way was raised. As an all encompassing and engrossing journey (out in a city) can be distracting and easily lend itself to a seamless experience of sequential moments, students might struggle to document and interrupt their process in order to analyse.
Project-Brief-Hiding-PlaceDownload
Teaching Strategies
As year-groups, cohorts and class sizes vary at UAL, the question of teaching approaches and methodologies pose an interesting challenge. When reflecting on Personal Tutorials (or Pastorals), the absence and void of other opinions and voices seem to be the most prominent factors to consider. As individual, one-on-one meetings are (at times) crucial for students to share their thoughts and feelings, the conversation does unfold in isolation. At times necessary for both, student and tutor to exchange information, it does shift the focus onto both parties, singling out opinions and that can’t be contested/assest by a third party.
In my opinion, small groups are an effective way to balance both, intimacy and social interaction, without the additional pressures of time and space. Both, time and space are a challenge when interacting with a larger cohort (large groups). The individual becomes anonymous and naturally retreats into the background. Although there are always a hand full of students speaking up and voicing their opinions (actively participating), the majority usually feels uncomfortable doing so. Hence, many important contributions and additions to conversations remain unspoken.
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.
During our first workshop, we were asked to give a brief (5 minutes) presentation and introduce ourselves. This included our function within academia, previous history as well as our creative practice.
PGCERT_ONLINE_PRESENTATION_BEN_HIRT
Following the presentations, we were put into breakout groups in order to discuss something we learned about pedagogy and/or pedagogic research and any questions it raised for us. Out of all topics posted, the 3 most voted on got selected for a larger group discussion. I was fortunate enough to have mine selected as one out of three.
The questions below were the ones I posted on the Padlet Board in order to attract a discussion.
On customising the learning experience for large student numbers:
The conversation in our group was quite vivid, energised and at times even a bit emotional. We exchanged personal experiences and thoughts on school environments, classes and student engagement. There was a wider consensus that vast student numbers and a lack of resources (both staff and facilities) impact student engagement. Large cohorts contribute to a feel of anonymity and therefor hinder a palpable sense of identity. Bare classrooms and infrastructure induce a lack of visual identity that transcends into the teaching and learning experience. Students have therefor difficulties identifying themselves with their environment; Student engagement and participation is being jeopardised.