Unit 1: Theories, Policies and Practices
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Review Teaching Practice 3
Session/artefact to be observed/reviewed: Monoprinting Induction Size of student group: Approximately 6 to 10 students Reviewee: Alba Gomez Urquia Reviewer: Chelsie Coates Part One What is the context of this session/artefact within the curriculum? Induction open to all students at LCC to gain access to booking a monoprinting workspace in open access in the Printmaking…
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Review Teaching Practice 2
Session/artefact to be observed/reviewed: BA1 U4 Simple Bookbinding Size of student group: 18 (approx.) Reviewee: Chelsie Coates Reviewer: Alba Gomez Urquia Part One What is the context of this session/artefact within the curriculum? Hands on workshop teaching 2 basic methods for bookbinding to support Y1 students in their Unit 4 “Horizons” outcome where they are…
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Review Teaching Practice 1
Reviewee: Alba Gomez Urquia Reviewer: Linda Aloysius Artefact to be observed/reviewed: Lithography handout / step-by-step guide. Part One What is the context of this session/artefact within the curriculum? The printmaking workshops at LCC are open to students of all levels and courses, and offer about 15 different printing processes. One of the most challenging ones…
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Case Study 3: Assess and/or give feedback for learning
Contextual Background As a technician, we don’t mark students against an assessment criteria, however we are constantly assessing their work and performance and giving feedback in situ almost by default. Firstly, to guarantee their practice complies with health and safety regulations, but also to propose next steps based on their outcomes, refine their skills and…
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Case Study 2: Plan for and support student learning through appropriate approaches and environments
Contextual Background One of the most challenging processes to teach in printmaking is stone lithography. Its multiple steps, chemical principles and lengthy processing makes it hard for students to remember and for most technicians to teach. Evaluation Most students struggle to work fully independent. That is due to the amount of different chemicals and products…
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Case Study 1:Knowing and meeting the needs of diverse learners
Contextual Background I support teaching in the Printmaking Workshops at LCC which is open to students of all disciplines and levels (BA, MA and PHd). More than 15 different processes are taught in the workshop, most of them entailing technical precise know-how and numerous steps. At the moment, we run several in person inductions. Generally,…
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(In)Effective Career Development Among Technicians
As a technician in printmaking, students often remind me ‘how lucky I must feel to have a job like this’ which indicates they perceive technicians as active creative practitioners. And, indeed, technicians are much more than specialist on a craft, often we are artist with a focus on a craft, however this aspect of the…
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Critical Pedagogy to Ignite Change
“The learning process is something you can incite, literally incite, like a riot.” (Audre Lorde: New York, 1980s) This statement specially resonates with me for I used a similar concept in my masters’ thesis ‘Bread, Print and Freedom’, which discussed anarcho-collective practices in the printmaking workshop and which was presented at IMPACT 12, an international…
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Letting learn: to be or to become
As someone who has infiltrated HE from a practitioner pathway rather than that of an educator or lecturer, I have seen in the past 6 years that most successful students are those who set base in the workshop. And far from overstating my influence in their learning process, I have seen how inhabiting a space,…
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