A Focus on Pedagogy
Abstract
Taking a cue from a comment made by a colleague during a planning session for the coming academic year, this proposal is therefore centred around what this remark means in relation to the studio. Specifically, how lockdown drew attention to its continued importance as a multifaceted learning and teaching site (Vyas & Nijholt, 2012). However, recent research relating to the impact COVID‐19 had on studio teaching indicates that increased (online) attendance occurred during lockdown (Grover & Wright, 2020). Therefore, an opportunity presents itself to explore the digital realm further, and to see if a virtual studio could function in the same way as the traditional studio. Given the uncertainty of our current situation, this is an interesting prompt. As such, it is my intention to work collaboratively on the development of an augmented reality platform; one that supports the idea of the studio as a Zone of Proximal Development (Fraser, 2016; Corazzo, 2019). The rationale for this proposal is, therefore, to help push the boundaries of what’s possible in relation to pedagogy, and to also see if our ideas surrounding making and materiality can be advanced.
Jake Jackson is an Academic with twenty-one years’ experience in the field of Fine Art Education. Currently two-thirds of the way through Doctoral studies, Jake’s research focuses upon the future development of undergraduate education within the art school context. As a committed educator, teaching and changing approaches to learning are subjects that fascinate Jake, that keep her focused and invested. Her research has taken her beyond the United Kingdom, with Kazakhstan being the furthest location visited when sharing knowledge. In this instance, relating to the subject of mobile learning. Other scholarly opportunities have allowed Jake to contribute her thoughts and experience on student self-organization, the hidden curriculum, and educational porosity. Her most recent contribution to the debate surrounding art school education was a case study published in Developing Your Teaching – Key Guides to Effective Teaching in Higher Education, Routledge, 2019.
3:30 pm - 5:00 pm
Friday 22nd April, 2022