Intensive weeks – Intercultural Practices and Performance Society, start date 15th of April to the 3rd of May 2024- Central Saint Martins. ) ONLINE COURSES
(Introduction & Background)
Project objectives and Brief
The aim of this project is to facilitate a two-week residency for two MA Performance Programme courses in which students will create group or individual performative work. This can be a performance piece, site specific installation or an exhibition. This work will be completed on the last week and will be assessed. Facilities used, the Black and White Laboratories and Gallery window space. These teaching resources are design for the students to explore their practices while the tutorials and workshops will help deepen their practice and have a better understanding of their work. Number of students 20 plus.
Evaluation
With reference to case study one and the microteaching classes I presented. It is very important for me that the resources and technical support are available, and the teaching brief is clearly drafted and easily understood, with clear instructions on what is expected during their residency. Because the students only have two weeks to deliver completed work. I have noted that the students are very ambitious and keen to create as much work as possible within this short space of time. In view of this I have adjusted my teaching, to first assess the scale of the student’s work aims, discuss with them manageable objectives so that students do not ‘overload’ in achieving learning outcomes. I am responsible for managing the teaching resources within the Performance Programme (rooms/equipment) and must book time for these resources to be available for students. This can put pressure on tutors in delivering lessons that involves teaching workshop skills or presenting design theories of performance staging. I find these types of workshops difficult to deliver as there is the ‘internal worry’ that the students will not be able to deliver the learning outcomes or show evidence of work within the time allotted.
Moving Forward
Positive learning outcomes that I have observed.
Lessons that are designed and crafted with clear learning outcomes (please refer to Case study one Giant Insect-practical elements) are best practices. A good, drafted project brief with specific teaching goals; theories in design, technical skills and set project learning outcomes helps focus the students learning. The Intercultural Practices and Performance Society are both online courses. This is difficult to support; especially if ‘object-based learning’ the use of large facilities i.e. theatre performance spaces- reference: (Willcocks J @ Kieran M) quote ‘However, we have also acknowledged the impacts of digital divide and understand that while some students respond well to the online environment, others may struggle either with the format of the learning or with their available technology’ is a major element to the course. Because of this, I must adapt my teaching to have online Team meetings and communicate through emails with students and tutors throughout the year, leading up to the two-week residency. It will be difficult to teach practical, technical skills online in how to use theatre facilities and workshops. But If I can prepare early and facilitate students learning needs and project objectives, this will help alleviate technical pressures on staff and tutors during the residency.
Programme workshop and theatre inductions within the first few days of student arrival. The challenges for me and my technical team is to find the time to prepare for the students’ arrival and have workshop and resources available to support the intensive residency. To be made aware of any students who have learning difficulties and to make sure that I have the right technical staff available to support students stage designs and exhibitions.
Below is image of space booking to deliver workshops/teaching projects.
Note to me:
It is important for me to note how vital teaching facilities, material resources, equipment etc. A good teaching design brief and established learning outcomes are in place before the project starts.
References
Willcocks, J & Mahon, K (2023) ‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education’. Art, Design & Communication in Higher Education Volume 2 intellect Limited 2023 (ADCHE 22(2) pp. 187-207
Ste. Croix, M (2024) CASH STUDY ONE: Knowing and responding to your students’ diverse needs. Making Workshop: Giant Insects! PGERT pp 2 17/03/2024