Making Workshop: Giant Insects!
(Introduction & Background)
Project objectives and Brief
This project is to introduce students to using hand tools and a range of materials that can be manipulated to create an insect. Through the making they will discover construction techniques. The project is aware of student diversity i.e., language, (to be aware how we communicate to students through written and oral information) ethnicity and disability. To ensure that students can demonstrate technical skills and are comfortable in a ‘workshop environment’. This is a technical project delivered by me and a fellow technician.
Evaluation
Some of the insects that were made by students (example below) did not have experience, knowledge, or craft skills in manipulating materials, i.e., card, plastic, wood etc. Some students were hesitant to start making as they did not fully understand the written brief or oral instructions from the tutors. Some students, whose first language is not English had some difficulty in understanding certain instructions in how to use certain tools and to navigate a workshop environment.
Technicians and tutors must navigate and support diverse student needs and deliver workshop curricular: reference (Clare Sams 2016 How do art and design technicians conceive of their role in higher education?) But more importantly for me and my teaching practice is closely linked to the workshop environment and is the starting point for a lesson or project to be introduced to students: reference (Orr, S, & Shreeve, 2017). And how do I support students who have difficulty in understanding instructions and navigating a workshop environment.
Moving forward
All the insects made were impressive and imaginative in the choice of materials used. But there were students who were having difficulty in creating their insect.
First, students should have pre-workshop induction to tools and exposure to a range of making materials. An introduction of workshop machinery, cutting milling tools and hand tools. Students to be given the opportunity to experiment and explore materials on their own and discover construction techniques with technicians closely guiding them. It is important that communication of ideas and processes are delivered clearly by technicians taking on board student diversity i.e. project briefs are written clearly and in plain English and hard copies given to students on day of project (email copies also sent) to make understanding easier. Make clear what the project objectives and learning outcomes are. Identify students who have difficulty in understanding and engaging with project.
I adapted my teaching style by giving 1:1 demonstration to individual students in the use of tools, giving guidance in construction techniques. To speak in a clear voice when sharing information and pay particular attention and attentiveness to students’ questions (when an idea or instruction is not understood) whose first language not English and communication of ideas can be difficult or too abstract to understand.
The will these new adaptations in my teaching and develop them as part of my practice through other projects that are scheduled in this academic year.
Reference
Orr, S, & Shreeve, A 2017, Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum, Taylor & Francis Group, Milton. Available from: ProQuest Ebook Central. [1 January 2024] Created from ual on 2024-01-14:50:26
Sam, C 2016 ‘How do art design technicians conceive of their role in higher education’ Spark: UAL Creative Teaching and Learning Journal Vol 1 / Issue 2 (2016) pp. 62-69
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Willcocks, J & Mahon, K,-‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education’