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Sam Broadhead, John Gamble, Zuzanna Marekova and Sarah Binless
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Research, scholarship and ... HE staff and Progression manager Theoretical framework Joint Practice ... Using action-research evidence to change art studio critiques ... – PowerPoint PPT presentation
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Title: Sam Broadhead, John Gamble, Zuzanna Marekova and Sarah Binless
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Working together to improve FE to HE progression
for Access students
- Sam Broadhead, John Gamble, Zuzanna Marekova and
Sarah Binless - Research, scholarship and pedagogy Working with
students to develop undergraduate research in Art
Design
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- Sam Broadhead Access to HE (part-time) course
Leader - John Gamble Second year Access student
- Zuzana Marekova First year Surface Pattern and
printed Textiles undergraduate student - Sarah Binless First year Interdisciplinary Art
and Design undergraduate student
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Who are Access students ?
- Mature students with Access backgrounds tend to
be in a different stage in their life and it
could be argued that they are untypical to
students who have studied A levels and the pre BA
Foundation course, (Penketh and Goddard, 2008,
p316). - Although most Access students are as mature, the
statistics based on 2011 National cohorts of
Access provision across all subject areas show
that 47 students are under 25 (QAA, 2012, p7). - It is not useful to make assumptions about the
class, gender, race or age of these students, as
non-traditional, mature students are not a
homogenous group (Osborne et al, 2004, p295).
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The research funded by LSIS over 3 years
- Phase one
- How well are Access students prepared for HE?
- 18 ex-Access students were participants and HE
course leader - Students reported they were not always confident
- Students from specialist areas like photography
felt they had not been prepared well - HE course leader reported some students needed to
think more critically
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- Phase 2
- Access staff and HE staff worked collaboratively
to improve progression from Access to HE - Various shadowing activities between Access and
HE staff and students were documented and
evaluated - Focus on the studio critique was basis of
observations and discussions between Access and
HE staff - Practices were modified and carried out in the
studio
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- Phase 3 (currently being undertaken)
- Develop a wider community of researchers
interested in improving transition experience of
FE students into HE - Focus on identifying new design skills needed by
undergraduate students - Working with Pre BA Foundation staff, HE staff
and Progression manager
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Theoretical framework Joint Practice Development
(JPD), (Fielding et al, 2005).
- Rather than passing or cascading practices to
colleagues a more sustainable process would be to
develop relationships and trust between groups of
professionals where ideas can be explored
together over time, (Fielding et al, 2005). - Other aspects that need consideration are
teacher and institutional identity in practice
transfer learner engagement and an
understanding of the time needed to successfully
engage with JPD, (Fielding et al, 2005).
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- JPD could be seen as a move towards the ideal of
democratic-professionalism which proposes
co-operation between teachers and other partners
in education as an alternative way forward to the
market model of education, (Coffield and
Williamson, 2011, p72).
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Changing practises in the Access studio based JDP
- Introduce cross-year studio critiques
- Four or five first and second year learners who
would manage the process rather than the
teachers. - Everyone would present one piece of art, craft or
design work to be discussed. - One group member would be responsible for asking
questions, - Another would make notes about the conversations
that took place. - In their groups they would critique each others
work using modified Socratic questions as a
prompt. - After the process the two year groups met up
again to feed back to the teachers.
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Socratic questioning for the studio critique
- Seek clarification
- Can you explain why you have made this work?
- Probe reasons
- Why do you think it works?
- How can it be improved?
- Explore alternative views
- Is there another way you could have responded to
the brief? - Test implications and consequences
- Do you agree with what people have said about
your work?
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Students engaged in critical evaluation of work
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Impact from point of view from Tutors
- The findings have provided additional ideas for
improving critiques as formative assessment. - Access students felt validated in choice of
course and in their own readiness to progress - More contact between FE and HE courses
- Increased motivation and engagement with
professional development
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Impact from the students point of view,
over to John, Zuzana and Sarah
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Johns Drawing work
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Zuzana s Access work
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First project on degree
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Zuzanas degree work
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Sarah Binless
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Sarahs degree work
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Bibliography
- Broadhead, S (2012) Using action-research
evidence to change art studio critiques Inside
Evidence bulletin issue 13 Summer 2012 pp29-30
found at http//repository.excellencegateway.org.u
k/fedora/objects/eg2216/datastreams/DOC/content - Broadhead, S and Garland S (2012)The Art of
Surviving and Thriving How Well are Access
Students Prepared for their Degrees in Art and
Design? Networks, Issue 17 April 2012,
University of Brighton found at
http//arts.brighton.ac.uk/projects/networks/issue
-17-april-2012 - Coffield, F and Williamson, B (2011) From Exam
Factories to Communities of Discovery The
democratic route - Coffield, F (2006) Just suppose teaching and
learning became the first priority London,
Learning and Skills Network - Fielding, M. et al (2005) Factors Influencing the
Transfer of Good Practice, Nottingham, DfES
Publications. - Leeds College of Art, (2010) Further Education
Student Achievements and Career Routes 2009-2010 - Osborne, et al. (2004) Becoming a Mature
Student How Adult Applicants Weigh the
Advantages and Disadvantages of Higher Education
in Higher Education , Vol. 48, No. 3 (Oct.,
2004), pp. 291-315 - Penketh, C., and Goddard, G.,(2008) Students in
transition mature women students moving from
Foundation Degree to Honours level 6 in Research
in Post-Compulsory Education Vol. 13, Iss. 3,
2008 - QAA, (2012) Access to Higher Education Joint
agency statistical report, June 2012 Gloucester,
The Quality Assurance Agency for Higher
Education
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