Pedagogy 2025
Abstract
There is a century-long tradition of art and design pedagogy that goes back to the Bauhaus and is based firmly in the studio. Those basic practical exercises and material experimentation have been expanded in subsequent years with a more discursive pedagogic culture that seeks to establish common values and judgements through group critiques and dialogue. As specialist art and design institutions expand into new digital territories there is a need to find creative ways to teach core concepts and competencies such as coding. Simple follow-along demonstrations do not engage in the same way that experiential approaches do. Three examples of active, sometimes embodied teaching strategies from courses at Norwich University of the Arts show how we are effectively communicating specialist technical learning. Students guide each other around the room in search of rubber ducks in order to learn about different programming modes. They line up in different sequences across the classroom as they embody the actions of programming nodes. They collaborated with technicians and lecturers to produce a 360 degree immersive environment.
Dr Mark Wilsher an artist, educator, critic, and curator specializing in sculpture and socially engaged art. His work investigates art’s social context and presence in everyday culture, using diverse media including sculpture, video, and performance. He has exhibited at the ICA, Henry Moore Institute, & Norwich Castle Gallery, is Director of the East Anglian Fine Art Study Centre and course leader MA Creative Education. Current research focus is on creative pedagogy the the sociology of the artworld.
Jamie Gledhill teaches across creative computing, technology, and design, supporting students in developing confident, distinctive creative practices. He is a digital artist whose work has been exhibited regionally, nationally, and internationally, blending audio-visual experimentation, narrative, and interaction design. His practice explores how interactive technology mediates personal and social spaces, often using motion tracking for performative experiences. Jamie investigates how playfulness and co-interaction reshape social norms through technology and has collaborated with UK arts organisations including FACT, Metal, and Collusion. A key strand of his research involves real-time audio-visualisation in live performance contexts.
Diana Vallverdu’s research focuses on experiential phenomenology and Human-Robotics Interaction (HRI), reinterpreting technologies to create interactive physical performance. She holds a Mathematics degree from Universitat Politècnica de Catalunya (2018) and an MFA in Advanced Theatre Practice from the Royal Central School of Speech and Drama (2021). Diana co-founded ANTS Theatre, devising and performing in Qrumpet and We Still Fax, and contributed to Axiom of Choice by Marcus du Sautoy. Her freelance work includes software development for immersive theatre productions with Ludens Theatre.
Robin Fuller is an interdisciplinary creative practitioner with a foundation in animation, expanding into music videos, dance, theatre, games, live visuals, and interactive installations. His work centres on storytelling and forging meaningful connections between artwork and audience. Robin’s research explores posthuman dialogues through animation and emerging technologies, focusing on interactions between physical and digital bodies. He uses platforms like VR, AR, and immersive environments to create participatory experiences. Driven by curiosity and experimentation, Robin blends diverse creative practices. His work has been showcased at festivals
2:30 pm - 4:00 pm
Friday 21st November, 2025