Pandaji's Blog

Art, research, education


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Mandala


Mandala made by  pupils at Arnhem Wharf primary school.

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Outside the Staffroom Kitchen. . .


outside staffroom kitchen, July 2012

outside staffroom kitchen, March 2012

outside staffroom kitchen, September 2011

outside staffroom kitchen, July 2011

This is one part of the school garden, outside the staffroom kitchen. i planted 6 gooseberry bushes and last week the students were tasting them! They are hidden by the display of marigold, poppy, and camomile flowers, as are the herbs.


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Action research questionnaire results


I have made a glaze from raw chemicals using scales I have done ceramics before coming to foundation I learnt how to read a glaze test tile during my ceramics foundation course I chose ceramics as my main subject I am going on to a ceramic BA course I have made a glaze test tile

And /or glaze test and/or any other test or experiment

yes 7 4 10 8 6 10
no 3 6 2 4
I learnt a technique from a fellow student I taught a fellow student a technique I shared my thoughts about another students work with them I discussed my glaze test results with other students if they asked me to I found help from other students essential on days with no staff in the studio I found the chart for skill sharing really helpful
yes 9 5 10 8 6 10
no 1 5 2 4


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Profile 3. Designing and planning learning activities and/or programmes of study, August 2010


Sharing my own passion and enthusiasm for ceramics so that students get enthused is the most rewarding part of my job; I love doing ceramics and I am a great advertisement for the subject.

The characteristics that demonstrate this passion are:

My extensive experience of teaching and ceramics gained from attending many courses across the globe, my ability to create a positive rapport with a wide range of people from diverse backgrounds, my clarity of speech and ability to explain ceramic process, my caring nature, humour and interest in people. This empathy is expressed by Egan as the, “ability to communicate to another that one can understand their feelings.” (Egan 1983)

Getting to know the students on a personal level and vice versa has meant that the mutual trust that has been built up amongst the students and myself has helped a great deal in their ability to approach me for feedback at this final stage of their course. A phenomenon that has been described by Brookfield (1995) alludes to the importance of the trust between tutor and student. The students, who previously did not ask for my opinion or help, now seek out my advice, not only about their ceramic work but also about their future. “Student cannot be expected to get on the inside of a discipline…unless the student has a firm sense of self.” (Barnett 2007)

By directing the way they experiment, perform tests, and try out techniques, the students gain self-esteem and trust in my knowledge, especially when they have instant feedback and encouragement. I have been trying this with a whole group and individually. Bryan and Clegg summarised this approach under five headings, one of which is:

Quantity and timing of feedback: “Sufficient feedback needs to be provided, both often enough and sufficiently quickly to be useful to students. …Helping students to understand and recognise quality.” (Bryan, C. and Clegg, K. 2006)

“Ultimately the fastest and most frequent feedback available is that provided by students to themselves from moment to moment as they study or write assignments in ‘learning conversations’,” (Gibbs. G and Simpson, C. 2004)

My plan for the future is to ask students if they understand the process of self-assessment.

My strengths in designing learning activities that enhance transformative learning are that I can help student understanding of how they learn by introducing or suggesting different ways of approaching the subject. I agree with Mc Gonigal. K. (1995) who describes some of the teaching strategies for transformative learning as a balance between support and challenge. Transformative learning theory (Mezirow, J. 1997) addresses this teaching strategy. The theory describes the conditions and processes necessary for students to make the most significant kind of knowledge transformation: paradigm shift, also know as perspective transformation. Mezirow, J. (1991, p. 167) describes perspective transformation as “…the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about the world; changing these structures of habitual expectation to make possible an inclusive, discriminating and integrating perspective and finally making choices or otherwise acting upon these new understandings.” Or alternatively what Mike Wesch (2008) has called “anti-teaching,” in which the focus is not on providing answers to be memorized, but on “creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.”

In accordance with Dall ‘Alba (2005), I can now assess myself at the end of a workshop, and evaluate whether the planned learning outcomes have been achieved. By keeping a reflective journal, I can evaluate how to use this information to improve and enhance my own practice. A recent example of this, was observing the different approach that the tutor and I take when the students have very little time to produce the final exhibition work and I am still encouraging the tests, because I understand that the assessment will be constructively aligned and therefore a proportion of the marks will be given for process. (Biggs 1996)


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Action research project proposal


My action research project question is:

If I encourage the use of tests and experiments, will this enhance the learning experience of my students, and if so, how?

The need for this piece of action research was inspired by comments from a current student in foundation at Wimbledon, who told me that at one of the BA courses she had applied to, the first term was spent doing only tests and experiments. She felt that this must be a good thing as she thought it would help her better understand the very complex nature of ceramic process and glaze decoration. The student  was wondering why we didn’t do more of that at Foundation. The current display of glaze tests which are standardised are useful learning resources. A recent innovation of mine was to introduce a laminated sample template explaining how to read the information that the tiles give. (appendix 2) This same template can also be used in conjunction with a demonstration the way of creating ones own standard test tile.

Many of the Foundation ceramic students appeared not to realise the benefits of one to one tuition and an independent style of learning and expressed a wish for more formalised teaching and guidance as to how to best plan their time. The same students mentioned that students from other areas such as theatre and fine art were receiving workshops on various things such as mask making and plaster casting. They were concerned that they were not getting those kind of group activities. My response to this piece of unasked for feedback from the students was to do an impromptu sign up for certain ceramic technique workshops. This immediately got filled up with signatures.

Another reason for wanting to do these ceramic tests and experiments is to improve the understanding of ceramic process, the timescales involved and technical knowledge, both amongst the students and the teaching staff. The difficulty most students have of understanding the ceramic process is, its many stages, and infinite possibilities for creativity.(appendix 3 ) Unawareness of timescales involved, including drying times and firing times, often mean that ceramic students only produce finished items sometimes months after the project completion date. So any discussions of their finished work are more formative than summative.

Ceramics is undervalued as a subject in its own right, despite the transferable skills and overlaps with other subjects. The rise in number of ceramic students from 2 in 2008-9 to 13 in 2009-10 and the decrease in tutor hours from two days a week in 2008-9 to 1 day a week in 2009-10 means there is less opportunity for one to one tuition. Further, the nature of the three day taught week and increased demand for autodidactic style learning, has given me empathy with the students, for the part time nature that the foundation course has become. Barnett (2007)

Students from other disciplines have access to the ceramic materials but not to tutor time. All students are encouraged to try to experiment with different techniques, but some students are having difficulty with certain techniques even if they have been shown a demonstration of what to do. They cannot master a technique if they cannot practise it at all.

The nature of some of the ceramic processes is tacit knowledge.

This means that many ceramic techniques rely on the amount of pressure one needs to apply to the clay to achieve joins or form. Touch can vary enormously between people, in the same way as people see differently , for example being colour blind or not. Learning the correct amount of pressure to apply, can be taught by pressing the student’s fingers against the clay. In my experience this conveys the knowledge better than just by explaining in words. For the specific example of using glazes the consistency of the liquid to begin with and the thickness of application will alter the final result . Each glaze will differ in the ‘best’ thickness as it is described in books, as single or double cream consistency. Even looking at a test tile (appendix 2) one cannot judge the original thickness so one has to experience doing it for oneself to learn the correct quality for a particular glaze. Occasionally, even after years of experience, if one is not familiar with a certain glaze one can still apply glaze too thickly or thinly. The application of glaze can be done in a variety of ways, which include dipping, pouring, painting and spraying. In my experience this ceramic knowledge is best conveyed individually or in small groups of 3-5 students, for all the reasons outlined above.

My actions are already changing through my own understanding of the theories of learning especially aligned teaching. Student assessment asks for evidence of discovery of different techniques, (see appendix 1 especially criteria 3 and 4) so the student can be encouraged to try these on ‘tests’, in order that the finished piece can be completed with knowledge of glazes that might otherwise produce disappointment. Perhaps the students can also be encouraged to produce not just their own tests, but also standardised tests that then become part of the ongoing resource for future students.

After reading Bryan and Clegg (2006) I understand that assessment is also feedback and so my previous understanding that I had nothing to do with student assessment has now changed. I now understand I give feedback all the time. I used to actually tell the students I had nothing to do with their assessment, mistakenly thinking this would help my relationship with them. Now I actively ask if they would like feedback about the tests they have made or their satisfaction with their finished article. I am now having more meaningful discussions as a result.

As mentioned previously, the length of the timescales involved, including drying times and firing times, often mean that ceramic students only produce finished items sometimes months after the project completion date, the conversations with tutors have already moved onto the next project.

When prompted by students asking for explanations for a particular reason as to why something has turned out the way it has. With the glaze test, it will act as a focus for discussion of the result, whether positive or negative and how to adjust the recipe or use the glaze in a different way.

I believe that by encouraging the students to give me feedback that I can then act on, possibly in the form of a suggestion box in the studio and/or a section for this purpose on Blackboard. I believe that my actions will encourage a deep approach to their studies. Prosser and Trigwell (1999) showed that there is ‘some evidence that teachers who take a student approached focus to teaching and learning will encourage students towards a deep approach to study.’

By encouraging the students to learn individually, their self-esteem can be increased as shown recently when I taught a student to throw, she then taught two other students to throw. Demonstrating the student becoming a member of ‘ the community of practice,’ as opposed to a ‘peripheral participant’. (Lave and Wenger 1991, Wenger, 1998) I am also interested to find out whether I can encourage this type of peer learning by having a list in the studio which people sign up to when they are confident they can teach someone else the technique.

I had this idea whilst thinking reflectively about the events in the ceramic studio outlined above. It has been shown that reciprocal and other types of peer learning can help a student develop a transferable skill of collaborative working with a peer that will extend into their lifelong learning and personal and professional development. Boud (2004) By inviting discussions of glaze test results with student peer group I hope to show an increased interest and consequent further testing of glazes as a result.

In my context of the ceramic studio within 3DD, within foundation as a whole, “is the aim of my action research for ceramic students only, or for any student wanting to use clay?” This was a question put to me by my colleague Ashleigh Pearson in a conversation on the teaching blog. M. Helal, A. Pearson (2009)

The Foundation Coordinator mentioned in a meeting, that he wants to see cross-curricular use of clay. Including all Foundation Diploma students would open up the scope of the action research much wider. I may have to concentrate on use of clay for mold making and provide input to my colleagues giving these demonstrations, as to what aspects of clay knowledge need to be conveyed. This may be too much for the timescale for this action research and could well be for the next one.

The monitoring will include my own reflective thinking about my own learning outcomes. Evaluation of the student actual learning outcomes compared to the intended learning outcomes and noting of any unintended outcomes. Each student will require a feedback discussion of the results. This will help them analyse and think about how to finish their project piece(s). I will record the students’ discussion of their experience of experimenting with test pieces, and use their quotes as evidence, aka Alison Shreeve. My colleagues have already indicated that they would be willing to assist me with this part of my project. All of the above action is already part of my normal working practice.

Bibliography

Barnett, R. 2007, A will to learn: Being a student  in an age of uncertainty. Maidenhead: Open University Press and SRHE.

Bryan, C. and Clegg, K., Innovative Assessment in Higher Education (2006) Eds. Routledge, Abingdon.

Lave and Wenger 1991, Wenger, 1998, Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.

Prosser, M and Trigwell, K. (1999), Understanding Teaching and Learning. The Experience in Higher Education, Buckingham: The Society for Research into Higher Education and Open University Press

A. Pearson, M.Helal (2009)

http://ualpgcert.wordpress.com/2009/12/01/action-research-questions/

Appendix

1. Student Self Assessment and Staff Feedback Form

Foundation Diploma Part 1, level 3

2. Image of test tile and template of how to read a test tile made by me.

3. 1001 cups slideshow