Strategies for fostering independent learning through small group MA Art History Seminars

This case study presents a description and evaluation of a teaching exercise concerning a class of six International MA Art History students from the Spring term of 2009. It addresses both their difficulties with the transition from dependent to independent learning and my difficulties as a new teacher attempting to encourage that process. Teaching activities run during the seminars reveal underlying issues about different expectations over my role as a teacher and their role as postgraduate students in the classroom with subsequent strategies employed during the following academic year on a new group of MA students.