Category Archives: TPP

Performing the Crit Contextual Background  UAL’s Assessment Criteria Framework formalises how we mark student work against five criteria. In Fine Art however, a prior mode of assessment remains in use informally: the critique, known as the ‘crit’. These are often … Continue reading →

The skill of making art on computers: Computational Art skills at the intersection of academic and technical teaching Contextual Background  On BA Fine Art: Computational Arts, I’m planning on improving how academic and technical learning is interwoven into the curriculum. … Continue reading →

Human Computation: Teaching Computational Arts without Computers Contextual Background  The BA in Fine Art: Computational Arts requires students to use computers, as the name implies. This can be daunting at the start of their studies and can unintentionally exacerbate inequalities … Continue reading →

Marv Recinto, writing for Art Review (2023), argues that artists and art institutions “seem content to merely ‘address’, ‘engage with’ or ‘respond to’ the climate crisis”, putting out exhibitions that promise to raise awareness. One example is a past exhibition at … Continue reading →

Record of Observation or Review of Teaching Practice            Session/artefact to be observed/reviewed: Size of student group: 18 Observer: Taylor Rapley Observee: Matthew Plummer-Fernandez   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed:   Size of student group:  64  Observer: Matthew Plummer Fernández    Observee: Taylor Rapley  Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect … Continue reading →

Session/artefact to be observed/reviewed: YouTube video of Unit 10 element 1 briefing  Size of student group: Observer: Carys Kennedy Observee: Matthew Plummer-Fernandez   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, … Continue reading →

David Graeber was an anthropologist, anarchist activist and author of influential books often critique Capitalism, bureaucracy, debt, and institutional power. As an anarchist academic, he also expressed criticism of universities and used them as case studies. His book Bullshit Jobs: … Continue reading →

Microteaching session – 5th Feb, with Anna, Ko, Hatie and Rachel as participants. Object Based Learning Object-based learning (OBL) is a mode of pedagogy which involves the active integration of objects in the learning environment, to inspire, inform, and excite … Continue reading →

This blogpost is a reflection on the UAL paper Embracing the silence, by Karen Harris (2022). This paper contemplates the question as to whether online teaching spaces could opportunistically provide a more quiet environment for students with an introverted learning … Continue reading →