This paper offers two case studies relating to MA Glass and MA Ceramics students at the start of their programme. Case study 1 is a drawing and making project. Case study 2, ‘The book Project’, involved reading, on-line work and a seminar. The second project won a University of Sunderland ‘Innovation Award’ for enhancing the student experience.
These are teaching case studies rather than research projects, therefore this paper is not intended as a dissemination of research. Rather, it offers two examples of current practice in art and design teaching and is therefore subjective to a certain degree. We offer case studies as approaches that may be applied and adapted for a range of subjects and teaching levels or analysed further from the perspective of pedagogical research. Some possible research routes are given.
The two projects are not directly linked but form part of a schedule of ‘induction’ projects at the beginning of a master’s programme. This paper relates to two cohorts of full and part time students of a range of ages, nationality and educational background. The term ‘integrating’ is used to refer to group cohesion and orientation with in a university department as opposed to a philosophy of ‘integrated learning’. Given this is a teaching case study we do not propose to offer a critique of the use of case studies in general. These ‘teaching based’, as opposed to ‘research based’, projects were developed partly in response to student feedback and are assessed here in relation to student feedback.
|Keywords:||Glass, Ceramics, Drawing, Print, Reading, WebCT, Online Learning, Art and Design, Student Experience|
Professor of Glass and Ceramics, Arts, Design and Media, University of Sunderland, Sunderland, Tyne and Wear, UK
Research Felllow, Arts, Design and Media, University of Sunderland, Sunderland, Tyne and Wear, UK
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