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Monthly Archives: March 2025
Case Study 1: Knowing and Responding to Your Students’ Diverse Needs
Contextual Background (c. 50 words):I began working as a Graduate Teaching Assistant (GTA) 2.5 years ago in the MA Performance and Practice course. After one year as a GTA, I transitioned to the role of Visiting Practitioner (VP). Despite this … Continue reading
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Case Study 2: Planning and Teaching for Effective Learning
Contextual Background (c.50 words): I organised the How to Write an Artist Statement workshop as part of my academic support role. Since I work across courses in the performance department, I offered this workshop for MA Performance: Screen students as … Continue reading
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Case Study 3: Assessing Learning and Exchanging Feedback
Contextual Background (c. 50 words):As a visiting practitioner, I do not assess students. In this case study, I evaluate my one-to-one tutorials with second-year MA Performance & Design students. They are working towards their final projects and have completed an … Continue reading
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Reflection 3: Education Purpose
I studied for a Bachelor of Arts in Japan and a Master of Arts in the UK. I also spent a year as an exchange student at the University of Manchester. During my undergraduate studies in both Japan and the … Continue reading
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Reflection 4: Artist as a Teacher
These are personal reflections on teaching as part of my artistic practice. I will raise questions and explore them accordingly. Can non-artists teach artists? One of my best educational experiences came from a professor of social science. Equally, I’ve learned … Continue reading
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Record of Observation 3: Yui Yamamoto from Dr. Frederico Matos
Session/artefact to be observed/reviewed: Size of student group: 18-15 Observer: Dr Federico Matos Observee: Yui Yamamoto (Academic Support Tutor role) Part One What is the context of this session/artefact within the curriculum? Part of the Major Project for MA Performance … Continue reading
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Reflection 2: Doubting Learning Outcome
I believe Learning Outcomes (LOs) are a valuable tool for providing the frame in higher education. According to Addison (2014), LOs were developed to create consistency, increase clarity, and promote inclusivity. They serve as a guide for students and educators, … Continue reading
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Reflection 1: Morality of Studio Pedagogy
After graduating from my MA, I began working as a Graduate Teaching Assistant (GTA) and now serve as a Visiting Practitioner and Academic Support Tutor. In my third year at the university, more students are seeking my feedback, even though … Continue reading
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Record of Observation 1: Yui Yamamoto from Haemin Ko
Session/artefact to be observed/reviewed: 30/01/2025 Size of student group: 15-20 Observer: Haemin Ko Observee: Yui Yamamoto (Academic Support Tutor role) Part One Observee to complete in brief and send to observer prior to the observation or review: What is the … Continue reading
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Record of Observation 2: Haemin Ko from Yui Yamamoto
Session/artefact to be observed/reviewed: Lip synch animation exercise Group A Size of student group: 20 Observer: Yui Yamamoto Observee: Haemin Ko Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, … Continue reading
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