2010 hasn't been a year in which I've flexed my reflective muscles so far. Time for a catch up then....
Where were we? Ah, yes. Business week reached its conclusion, with students presenting back to the 'client' (a ragbag group of art school tutors!) with their strategies and ideas.
Some were good. Some were disappointing. One or two were downright brilliant and definitely fell into the 'I wish I'd thought of that' category'.
It was rewarding to see how professionally many had embraced the project. I hope it stands them in good stead when they fly the comfy nest of college and meet the business world head on. And I hope in part it might have been a consequence of the inspired briefing they received (cough,cough...)
And so back the following week into the much more personable surrounds of the classroom.
It's been a recurring theme in the blog how I've been working hard to try and crack the nut of facilitating group discussions and activities. I'm a great believer in their value - more so now having dipped into Eric Sotto's 'When Teaching Becomes Learning' for our latest assignment - and I feel like I'm slowly getting better at making it happen.
With the deadline for their latest 'large' project fast approaching (The Student Roses: A yearly competition, with briefs set by 'real' agencies), I was keen to make sure everybody got a go at standing up and presenting their work and making constructive criticisms about others'.
So I stressed at the beginning of the session how this was going to be THEIR lesson, with THEIR input leading things; how even I'd become sick of the sound of my own voice and wanted to hear what they had to say (to which I received a heartfelt 'Well shurrup then!)
Anyway, present they did, with some enthusiasm. And when I pulled out my 'Come Dine With Me' score cards and suggest we take a vote, things got really interesting! Full and frank exchanges of views; constructive - and not so constructive - criticism. Even the odd outbreak of tactical voting.
It was, at last, a full blown group critique and real proof of what can happen when you give learners a chance to 'own' their lesson.
Thursday, 11 March 2010
Wednesday, 3 February 2010
You are being observed...
Into term 2, and it's all about observing and reflecting, with my first observation on Tuesday 26th January up the 'pool (Black, not Liver).
I'd gone out onto something of a limb for this, my first 'officially' observed lesson. Instead of my usual morning and afternoon 'family groups' of about a dozen, it was the beginning of 'Business Week'. (Which runs for three weeks: Don't ask!)
This is a collaborative group project involving the entire Graphics, Photography, Fine Art and Wildlife Illustration second year cohorts. Over 70 students in all. All waiting for me to brief them in a slightly-too-warm-to-be-comfortable lecture theatre.
Butterflies? You bet!
Still, I'd prepared the backside off it during the previous week and I felt pretty sure once I got going, things would be OK. Which proved to be the case.
The basic gist of the exercise was to get students used to the idea of a making a rational 'business case' for their flighty, whacky ideas. A lesson in the hard realities of the commercial world if you like.
I tried to make the resources a varied as I could, so there were videos of well known commercials to illustrate key points; a bit of humour in a viral video for Marmite featuring a projectile vomiting baby (you had to be there); an unavoidable but hopefully not too boring Powerpoint presentation; some handouts; and, in a nod to modernity, extra reference and resources posted onto Moodle.
I felt it went quite well and Margaret, who was observing, concurred. The one 'weak link' was at the end (if that's not a contradiction):
Rather than drawing what was essentially an old fashioned lecture to a definite finish, I wrapped things up with an 'any questions'... and then remembered something I'd left out, and started up again!
That compounded another mistake I made a minute or two earlier in having one of the other tutors present pass out some of the handouts I'd referred to.
The net effect was confusion. They didn't know whether they should be listening me, reading the handouts or thinking of questions to ask and the buzz of conversation and distraction soon became quite loud.
Any other time, I would probably have drawn proceedings to a close, but as the 'restate your aims and objectives' box still had to be ticked, I ended up ploughing on and having to raise my voice to quite a level before I could once again get everyone 'eyes front!'. A lesson learned, as they say.
Discussing things afterwards, it rally brought home the need for different teaching styles and methods of delivery for different contexts. What Margaret referred to as finding the right 'voice' for the occasion.
Going back to the 'teaching as performance' analogy, it's almost like the lecture theatre is just that - a theatre - where gestures have to be expansive, voices projecting and where there needs to be a definite 'curtain' at the end.
A smaller group in the classroom, on the other hand, is a bit like acting for the camera, allowing smaller gestures, facial expressions and subtleties of meaning to be communicated iby the more intimate 'close up' shot.
you see: I'm just a frustrated old 'Luvvie' really.
I'd gone out onto something of a limb for this, my first 'officially' observed lesson. Instead of my usual morning and afternoon 'family groups' of about a dozen, it was the beginning of 'Business Week'. (Which runs for three weeks: Don't ask!)
This is a collaborative group project involving the entire Graphics, Photography, Fine Art and Wildlife Illustration second year cohorts. Over 70 students in all. All waiting for me to brief them in a slightly-too-warm-to-be-comfortable lecture theatre.
Butterflies? You bet!
Still, I'd prepared the backside off it during the previous week and I felt pretty sure once I got going, things would be OK. Which proved to be the case.
The basic gist of the exercise was to get students used to the idea of a making a rational 'business case' for their flighty, whacky ideas. A lesson in the hard realities of the commercial world if you like.
I tried to make the resources a varied as I could, so there were videos of well known commercials to illustrate key points; a bit of humour in a viral video for Marmite featuring a projectile vomiting baby (you had to be there); an unavoidable but hopefully not too boring Powerpoint presentation; some handouts; and, in a nod to modernity, extra reference and resources posted onto Moodle.
I felt it went quite well and Margaret, who was observing, concurred. The one 'weak link' was at the end (if that's not a contradiction):
Rather than drawing what was essentially an old fashioned lecture to a definite finish, I wrapped things up with an 'any questions'... and then remembered something I'd left out, and started up again!
That compounded another mistake I made a minute or two earlier in having one of the other tutors present pass out some of the handouts I'd referred to.
The net effect was confusion. They didn't know whether they should be listening me, reading the handouts or thinking of questions to ask and the buzz of conversation and distraction soon became quite loud.
Any other time, I would probably have drawn proceedings to a close, but as the 'restate your aims and objectives' box still had to be ticked, I ended up ploughing on and having to raise my voice to quite a level before I could once again get everyone 'eyes front!'. A lesson learned, as they say.
Discussing things afterwards, it rally brought home the need for different teaching styles and methods of delivery for different contexts. What Margaret referred to as finding the right 'voice' for the occasion.
Going back to the 'teaching as performance' analogy, it's almost like the lecture theatre is just that - a theatre - where gestures have to be expansive, voices projecting and where there needs to be a definite 'curtain' at the end.
A smaller group in the classroom, on the other hand, is a bit like acting for the camera, allowing smaller gestures, facial expressions and subtleties of meaning to be communicated iby the more intimate 'close up' shot.
you see: I'm just a frustrated old 'Luvvie' really.
Thursday, 3 December 2009
It's a mini adventure...
...well, two mini adventures, actually; our two, twenty minute 'mini teaches' under the watchful eye of an assessor.
Building on the experience of the micro teaches, it's a chance for us to expand on what we've already practiced, again in front of a friendly 'home crowd' of fellow learners.
The preparation was a little more structured, with timed lesson plans and a rationale to be submitted before each session. We were also allowed to make use of additional presentation formats.
I put a powerpoint presentation together for my first teach; a session on the interaction of visuals and text in advertising communication.
Unfortunately, it decided it wasn't playing half way through.
In retrospect, that was a good thing. It forced me to improvise. And taught me a valuable lesson: when you're relying on technology, always have a back up!
Gratifyingly, the feedback was that I had coped very well. Again, the advantage of knowing your subject and being prepared.
Only downside? Time management. I overran by six minutes on on the first session, two minutes on the second. (Although, the second session felt like it flew by. I was convinced it was a quarter of an hour and no more. What is they say time does when you're having fun?)
It was good to see how other students approached their subjects. And as the groups had been shaken up since the micro teaches, we had a broad cross section of styles, subjects and approaches to learn from.
As an exercise, it's been invaluable. I feel, as does everyone else, we've progressed a lot as a result of these sessions.
And just as importantly, they've given me invaluable confidence and additional professional technique to bring to my 'real life' teaching.
Building on the experience of the micro teaches, it's a chance for us to expand on what we've already practiced, again in front of a friendly 'home crowd' of fellow learners.
The preparation was a little more structured, with timed lesson plans and a rationale to be submitted before each session. We were also allowed to make use of additional presentation formats.
I put a powerpoint presentation together for my first teach; a session on the interaction of visuals and text in advertising communication.
Unfortunately, it decided it wasn't playing half way through.
In retrospect, that was a good thing. It forced me to improvise. And taught me a valuable lesson: when you're relying on technology, always have a back up!
Gratifyingly, the feedback was that I had coped very well. Again, the advantage of knowing your subject and being prepared.
Only downside? Time management. I overran by six minutes on on the first session, two minutes on the second. (Although, the second session felt like it flew by. I was convinced it was a quarter of an hour and no more. What is they say time does when you're having fun?)
It was good to see how other students approached their subjects. And as the groups had been shaken up since the micro teaches, we had a broad cross section of styles, subjects and approaches to learn from.
As an exercise, it's been invaluable. I feel, as does everyone else, we've progressed a lot as a result of these sessions.
And just as importantly, they've given me invaluable confidence and additional professional technique to bring to my 'real life' teaching.
Swapsies
Tried a new trick a week or two ago with a view to bringing it home how tutors, clever as we are, can't read minds.
Bit of background: I've stressed the importance of 'Scamps' from the word go this year.
Scamps are the quick, cartoon like layouts that Art Directors do to get their ideas down on paper. They're quick and simple to draw, but at the same time they give everyone a clear notion of the thinking behind the the work. The important thing is that they can be 'read' by anyone with a bit of imagination...
For the first couple of weeks, the whole group scamped away dutifully. After that, the scratchy, postage stamp sized doodles made a comeback and we were back to them explaining to me what it was I was actually looking at.
So I told them at the end of a lesson we'd be starting off next time with a show and tell session of their ideas. Only they weren't going to be presenting their own work. They were going to present one another's. And they wouldn't know until the day who they were swapping with so they couldn't brief them beforehand. 'SO NICE BIG NEAT SCAMPS PLEASE..'
Come the day, and half the group had taken heed, half hadn't. Seeing the half that hadn't squirming with embarrassment as their 'other half' tried in vain to explain what the hell they were holding up was, I think, a great way of driving home the lesson:
When you're not there to explain it, your work has to speak for itself. So keep it neat, keep it clear and keep it simple.
Bit of background: I've stressed the importance of 'Scamps' from the word go this year.
Scamps are the quick, cartoon like layouts that Art Directors do to get their ideas down on paper. They're quick and simple to draw, but at the same time they give everyone a clear notion of the thinking behind the the work. The important thing is that they can be 'read' by anyone with a bit of imagination...
For the first couple of weeks, the whole group scamped away dutifully. After that, the scratchy, postage stamp sized doodles made a comeback and we were back to them explaining to me what it was I was actually looking at.
So I told them at the end of a lesson we'd be starting off next time with a show and tell session of their ideas. Only they weren't going to be presenting their own work. They were going to present one another's. And they wouldn't know until the day who they were swapping with so they couldn't brief them beforehand. 'SO NICE BIG NEAT SCAMPS PLEASE..'
Come the day, and half the group had taken heed, half hadn't. Seeing the half that hadn't squirming with embarrassment as their 'other half' tried in vain to explain what the hell they were holding up was, I think, a great way of driving home the lesson:
When you're not there to explain it, your work has to speak for itself. So keep it neat, keep it clear and keep it simple.
Friday, 30 October 2009
Talking points.
Something significant happened today; it wasn't me doing all the talking.
I'm not entirely sure what I did that was different. I exhorted the students to chip in with their own comments on one another's work as usual... and this time they did.
Perhaps I've said it so often they're getting the idea I actually mean it.
Or, and this has just occurred to me as I write, perhaps it was the fact I removed myself front of the class while they made their presentations in groups...mainly, it has to be said, to get a clear view of the work myself.
I think this served to take the attention off me and somehow opened up the floor to everyone. Perching on a desk three quarters of the way back clearly makes me look like I've shut up and it's someone elses' turn.
Whatever the reason, there was some good, lively debate and opinion flying about the place, so from that point of view... a result!
I'm not entirely sure what I did that was different. I exhorted the students to chip in with their own comments on one another's work as usual... and this time they did.
Perhaps I've said it so often they're getting the idea I actually mean it.
Or, and this has just occurred to me as I write, perhaps it was the fact I removed myself front of the class while they made their presentations in groups...mainly, it has to be said, to get a clear view of the work myself.
I think this served to take the attention off me and somehow opened up the floor to everyone. Perching on a desk three quarters of the way back clearly makes me look like I've shut up and it's someone elses' turn.
Whatever the reason, there was some good, lively debate and opinion flying about the place, so from that point of view... a result!
Under the microscope x2
Second 'micro' session and back on home ground with a crash course on the creative brief and an 'audience participation' exercise in spotting the proposition by working back from a number of ads.
Tried to broaden the teaching methods as much as possible, so made use of the board, the handouts and three juggling balls! (specially purchased to illustrate the 'throw three propositions, catch none' principle of simplicity in advertising)
Everybody seemed genuinely interested in the subject - and even more interested in the chili chocolate that was the subject of the example brief.
They may only be ten minutes each, but I feel these sessions have been really helpful. Not just for the experience of planning and delivering my own lesson, but in seeing how others approach it and by learning form one another.
Happy half term... back soon.
Tried to broaden the teaching methods as much as possible, so made use of the board, the handouts and three juggling balls! (specially purchased to illustrate the 'throw three propositions, catch none' principle of simplicity in advertising)
Everybody seemed genuinely interested in the subject - and even more interested in the chili chocolate that was the subject of the example brief.
They may only be ten minutes each, but I feel these sessions have been really helpful. Not just for the experience of planning and delivering my own lesson, but in seeing how others approach it and by learning form one another.
Happy half term... back soon.
Thursday, 15 October 2009
Under the microscope
Now with my student hat on...
Last night was the first of our two 'Micro Teaches.' Ten minutes on a subject of our choice to five fellow trainees.
I chose a map reading exercise. One, because I thought it might be interesting to tackle a subject different to the one I teach. And two, because I need more time to work out how to cram an advertising project (usual duration 7 days at least) into a ten minute exercise.
It went OK by all accounts. And it brought home again how proper planning makes everything more relaxing and straightforward on the night.
I've read one or two articles by musicians and performers in which they say the rehearsal time is the work, the performance the reward. I think the same principle is in operation here, with lessons becoming so much more relaxed and enjoyable when I'm confident with the content.
Several of the feedback sheets commented on the good organisation too, which is nice to hear as 'well organised' isn't my default setting by any stretch of the imagination.
Of course it's easier in a small room of people you're beginning to get to know quite well, who know it's their turn next, than in front of a class of 2nd year students in need of constant motivation...
A great exercise, nevertheless. And where else in a single evening will I get to learn the basic ballet foot positions; CPR and life saving skills; computer jargon busting; and rudimentary medieval medicine?
Last night was the first of our two 'Micro Teaches.' Ten minutes on a subject of our choice to five fellow trainees.
I chose a map reading exercise. One, because I thought it might be interesting to tackle a subject different to the one I teach. And two, because I need more time to work out how to cram an advertising project (usual duration 7 days at least) into a ten minute exercise.
It went OK by all accounts. And it brought home again how proper planning makes everything more relaxing and straightforward on the night.
I've read one or two articles by musicians and performers in which they say the rehearsal time is the work, the performance the reward. I think the same principle is in operation here, with lessons becoming so much more relaxed and enjoyable when I'm confident with the content.
Several of the feedback sheets commented on the good organisation too, which is nice to hear as 'well organised' isn't my default setting by any stretch of the imagination.
Of course it's easier in a small room of people you're beginning to get to know quite well, who know it's their turn next, than in front of a class of 2nd year students in need of constant motivation...
A great exercise, nevertheless. And where else in a single evening will I get to learn the basic ballet foot positions; CPR and life saving skills; computer jargon busting; and rudimentary medieval medicine?
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