How I can further improve the workshop sessions for students-with greater engagement with the college’s workshop resources support my ‘doing and making’ and the ‘physical space’ pedagogy teaching (add Map of workshop)
These are my thoughts and observations to enhance the learning outcome of the project.
I would further enhance workshop and teaching experience for students by arranging Performance Design & Practice students to have greater access to the larger workshops within Central St. Martins using the 3D large and 2D small workshops (delivered by in house technicians of those facilities). Exposing students to; casting, painting, workshop machinery and making/construction techniques to help increase their making skills.
The Platform Theatre Assembly Workshop is not designed to stage or hold model making or prop maker classes as the space is too small and not convenient to set up tools or machinery due to the multi-purpose function – as storage of materials, theatre equipment.
This is referring to my pedagogy approach and best practice with special attention to the ‘studio environment’ which will always enhance the students’ learning. It is important to consider ‘class size’ and ‘student engagement’ with reference to ‘Graham Gibbs’ Maximizing student learning’
The studio space is our ‘physical space’ to support student learning- it creates collaborative engagement and 1:1 learning with tutor and student.
The workshop space with its equipment and tools will encourage the students to work safely and professionally within a workshop environment and develop competent skills in the use of tools and the manipulation of materials.
It encourages students to engage with each other and observe how they resolve ‘making/construction’ issues and design/material problems.
Another learning outcome of the workshop inductions is that the students gain ‘transferable skills’ that can be used later within the course curricular programme which can be further developed.
Reference
Gibbs, G (2024) ‘ Maximising student learning gain’ A handbook for Teaching and Learning in higher education’ page 16 4th edition