15.1 Bourdieu: taste or tasty? How to teach social and cultural capital to students with no theoretical background
Interdisciplinary
Victoria Neumark Jones, London Metropolitan University
Sharing a successful classroom exercise that I devised I will guide participants through a thought experiment which mimics a class activity. This is aimed at getting students with no theoretical background and no desire to read to grasp the basic principles underlying Bourdieu’s theory of social and cultural capital and allied notions of Taste/Distinction. I will use video news clips and discussion to establish shared understanding of social facts (using Durkheim’s definition). Students should then be able to use these concepts with some focus and confidence. So then: What is in your shopping basket?
15.2: Playing the fool? Preparing drama students for professional theatre employment
Dance Drama & Music
Gill Foster, London South Bank University
This paper explores the complex issues around employability for graduates of drama degree courses. The theatre industry has changed beyond recognition in the last twenty years and the old model of training followed by a signing with an agency before commencing a career in the industry no longer applies to any but the smallest minority of students.
I propose to examine what this means for both current and prospective students of Drama who face the prospect of leaving University to find work in the most uncertain and competitive of professional worlds and to present a model of addressing this challenge that I developed at London South Bank University.
I aim to present a model of curriculum design which embeds employability into the curriculum for the majority of the students' degree programme and to consider how this has created notable improvements in student employability and other outcomes including NSS satisfaction and achievement.
15.3: ‘One Step Beyond’ – exploring alternative methods of assessment for learning (AfL) in the Creative Arts
Interdisciplinary
Annamarie McKie & Maria Tennant, University for the Creative Arts
Working in groups this interactive workshop will explore alternative methods of assessment through scenario-based discussion with the aim of illuminating the many challenges and tensions of assessment practice. The core aims will be as follows:
- to introduce HEA colleagues to assessment and feedback challenges at UCA;
- to briefly explore the type of assessment and feedback students value in creative arts;
- to introduce some alternative approaches to assessment for supporting student learning including use of online learning.
Objectives
- discuss the conditions under which assessment supports student learning;
- explore how far we can go in introducing different models of assessment for assessing creative work;
- share best practice in assessment and feedback.
The session will include a plenary discussion on the conditions under which assessment supports learning? (Gibbs (2006) followed by a group scenario based exercise to explore practical solutions to assessment problems in the creative arts.
15.4: How to get published - Taylor & Francis
Interdisciplinary
Carol Evans, University of Southampton and editor of Higher Education Pedagogies
15.5: Work-based learning web media production and the social media sector. A case study
Interdisciplinary
Tim Riley, Ravensbourne
In the summer of 2014 Ravensbourne a UK university sector institution specialising in the fields of design and digital media was invited by Creative Skillset to explore the development of a work-based learning (WBL) degree through the HEFCE Catalyst Fund. Requirements of the funding stipulated that in addition to WBL provision the course should be offered as a two-year fast-track. This paper presents a case study detailing the insight and knowledge gained throughout this process of exploration. Alongside the advantages and pitfalls of integrating WBL into fledgling but rapidly expanding disciplines such as web media production and social media it provides recommendations for the development of WBL in creative and vocationally orientated subjects relating to content creation and digital media practices. These are crucial areas for expansion as higher-level degree apprenticeships are rolled out in the UK.
15.6: A pedagogical model for supporting undergraduate musical learning through creative collaboration
Dance Drama & Music
Christine Bates, Leeds College of Music
This presentation will share methodologies from an innovative pedagogical model applied in the undergraduate music curriculum where collaborative experiential learning processes support undergraduate musicians in their musical development. The model seeks to broaden undergraduates’ perspectives and approaches to music as well as their understanding of music. Explanation will be given of the benefits of learning through reflective practice following practical creative and collaborative engagement and of how this best relates to contemporary cultural realities in music. Specific application of the model to learning composing will be demonstrated with opportunities for discussion of the wider application of the model across the music curriculum as well as across wider disciplines.
This presentation will include demonstrations and explanations of the specific processes of the pedagogy as well as video examples of a broad range of undergraduate musicians working with the model. The resulting value and impact of the pedagogy will be shared.
15.7: Learning beyond the studio
Art & Design
Jon Spruce, Liverpool John Moores University
Aim: The aim of this session is to highlight innovative practice in design education that narrows the gap between the taught design curriculum and the realities of contemporary design practice achieved via the creation of an outward facing programme of study that engages the City its residents and stakeholders as active participants in the design process.
Objectives: The objectives of the session will be to; communicate the curriculum philosophy focused on human centered approaches to design demonstrate how a structured engagement with external partners can be created present examples that illustrate how the integration of ‘real time’ external projects within a practice based curriculum can provide students with opportunities for transformative learning experiences that better prepare them for real world design practice.
15.8: Leading by example: the risks rewards and results
Art & Design
Hazel Bruce, Ulster University
This project emerged from ‘Cloth, Colour and Communities of Practice’ a programme designed to embed co-curricular learning improve confidence and encourage belonging in first year students. Feedback suggested that students really valued the chance to work alongside academic and technical staff in workshops. They were inspired by our passion for the subject. Following this feedback we reflected on the role of the academic tutor as ‘expert’ and on the pedagogy of art and design which expects students to embrace a culture of ambiguity risk and experimentation and to make and discuss work in public. We decided to ask colleagues to become students again to feel that uncertainty pressure make good work. 18 colleagues were given collage material and a brief outline and were asked to make a body of work will be discussed in studio critiques early in semester 2. This paper will describe that process with responses from staff and students.
