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 context of this session/artefact within the curriculum?
Part of the Major Project for MA Performance Screen Year 2. Towards the final project, they prepare for the professional practice. As an academic support, I offer two workshops on writing: artist statement and funding application.
How long have you been working with this group and in what capacity?
I have worked a few of them before but most of them are the first timers.
What are the intended or expected learning outcomes?
Students will understand the insight of Artist Statement and bring some materials to write and compose.
What are the anticipated outputs (anything students will make/do)?
Writing the draft of artist statement and generating the materials.
Are there potential difficulties or specific areas of concern?
Some people might not like the exercises I offer.
Engagement due to the lack of previous contacts.
Might be boring but this workshop is mandatory. Hopefully the attendees are motivated enough.
How will students be informed of the observation/review?
Yes
What would you particularly like feedback on?
Practicality (if the workshop is useful or not), Clarity, engagement,
How will feedback be exchanged?
Through this reflection form or discussion.
Part Two: Feedback from Haemin
What Went Well
Smooth Hybrid Setup
The class ran both online and in person at the same time, and the tutor did a great job checking in with online students regularly. The pace felt steady and engaging, making it easy for everyone to follow along.
Warm and Natural Start
Before the session, I was wondering whether the tutor already knew the students or had taught them before. But the way they started with light, icebreaker-style questions really helped set a relaxed tone. The introductions flowed naturally, making the session feel welcoming.
Encouraging Student Participation
The tutor eased into the topic by asking simple questions, making the discussion feel approachable. They also acknowledged and responded to each student’s answers in a way that encouraged open conversation. This made the atmosphere feel inclusive and comfortable.
Clear Session Structure
One of the standout moments was how the tutor gave a quick yet clear overview of the session—laying out the purpose, structure, and content in a way that made it easy to grasp the bigger picture. It helped set expectations and made the session more structured.
Good Use of Different Learning Materials
Mixing handouts, visual aids, and verbal explanations kept students engaged. Having a variety of materials really helped cater to different learning styles, making it easier to stay focused and absorb the content.
Supportive Learning Environment
The tutor gave students plenty of space to ask questions and share their thoughts. They also allowed enough time for discussions, so no one felt rushed or pressured to keep up. This made the class feel relaxed yet productive.
Some Ideas to Consider for Future Sessions
A Bit More Guidance on Artist Statements
It could be helpful to go over the key parts of an artist statement in a bit more detail, especially for those new to it also for globally use. A step-by-step breakdown or looking at a few examples together to criticize might make things clearer. It could also be interesting to touch on how artist statements vary across different fields—like fine art, animation, film, or visual design—so students can see how it applies to their own work.
Clarifying Some Key Terms
Some words, like multidiscipline or inner discipline, might have slightly different meanings depending on the context. A quick explanation or even just suggesting students think about how these terms relate to their own work could be a nice way to help them connect with the ideas more easily.
Final Thoughts
It was great to see students engaging with each other’s artist statements and finding common themes. This helped create connections and a supportive atmosphere. To make statements even more personal and impactful, it might be helpful to share simple tips on highlighting unique interests and avoiding descriptions that feel too general.
The open discussion approach worked really well, allowing for broad thinking. Since time was limited, a quick recap at the end with key takeaways could be a useful addition. Sharing a few practical keywords or real-world examples—like how artist statements are used for exhibitions, jobs, or residencies—might also help students apply their ideas more confidently.
Overall, the session was engaging and encouraging, and with a few small additions, it could provide even more clarity and practical guidance for students.
Part Three: My Reflection
The feedback is all on point. I believe generally I am good at engaging with students and setting up a good atmosphere. As she mentioned, due to a lack of time management and in-depth content research, I was unable to explain some topics well, such as the terms of words, interdisciplinary or multidisciplinary approaches, and the difference between a biography and an artist statement.
As a Visiting Practitioner and Academic Support Tutor, this lecture was created from scratch based on my experiences and some online courses. Since my artist career is not very long, I did not pay much attention to the details of certain terms. Given the limited time of two hours, my priority was to help students generate the contents and compose an artist statement. Therefore, I skipped the refining part, such as clarifying specific word terms, even though this was also important. As this was a one-off session, my focus was on generating content rather than refining the writing. I believe, overall, my strategy worked. However, as the feedback suggests, there are areas where I can improve.
Somewhere inside me, I always think about how I want to be perceived by students. As both an artist, a visiting practitioner and academic support tutor, I often wonder if there is someone better suited to deliver this session in terms of language proficiency and level of experience. I accept where I am in my career and honestly acknowledge that I am still learning.
Additionally, although I have won some residencies and grants, I am not the most successful grant receiver, nor am I entirely confident in writing artist statements. I am also not paid to do so. If I have the opportunity to conduct this session again, I will bring examples of successful grant applications and analyse them together with the students, while openly acknowledging my own lack of knowledge and experience in certain areas.