| DRAFT artefact outline via email 230515 Feedback |
A few thoughts about next steps, ready for the upcoming the formative assessment:
· I’d encourage you to start to bring a bit of your positionality in at this stage. What does the studio book mean to you?
· I would also encourage you to bring in one or two references to a theory or concept which has informed your thinking. Are you drawing on Paolo Freire? Universal Design for Learning? Intersectionality? Critical Race Theory? Something else entirely? Bringing this in will help to situate your idea in the broader context.
· You may be able to capitalise on being so on top of things by getting some student feedback. This can be feedback on a ‘work in progress’ and doesn’t need to be feedback on the final artefact/resource.
PRA means ‘Planning Review and Appraisal’ (UAL’s annual appraisal process).
300 words max artefact outline + bibliography via Moodle_230530 – Feedback
Already provided some brief feedback on your first draft too – thanks for responding to those questions in your submission.
You have presented your course’s ‘Studio Book’, which you explain is produced by studio students and designed to promote inclusive learning within the cohort. You explain that you want staff, student or colleagues to consider “the diverse origins of the cohort and how they could be underrepresented in Architectural education”. To support your proposal, you include sources which highlight issues of representation in architecture in relation to race, gender and social class.
This is an interesting proposition, which links well to your course’s learning outcomes while also having the potential to encourage both students and colleagues to think more about diversity within your discipline. As you have shared, there is potential to create an external facing resource/open source document, as well as fostering an opportunity for the cohort to learn more about one another’s backgrounds.
You may wish to make your positionality within the development and/or teaching of the ‘Studio Book’ clearer. It would be helpful to understand more about your role in the delivery of the ‘Studio Book’, and how your positionality informs the choices you have made, and will continue to make. It would also be interesting to hear how you might support students themselves to consider their position within their discipline, acknowledging that conversations about race, gender, social class, religion and sexuality can give rise to challenging discussion which need to be handled sensitively.
You’ve begun to think about how you may evaluate and critique the implications, success and impact of the artefact, which is great. It would be helpful to hear more about what the success measures and desired outcomes are for this artefact in the longer term too – I acknowledge that you won’t have this information by the time you submit your reflective piece, but it would nonetheless be helpful to understand how you may evaluate the impact in the longer term.
Some questions/provocations
· How may your own positionality shape or influence the development of the artefact? What might you need to consider in terms of your personal power and biases in developing and delivering this content? (See Ortiz et al, 2018, attached)
- How will you evaluate and critique the success and impact of this artefact, immediately and long-term? (See Creative Evaluation Toolkit)
· How might you role model inclusive practices within the teaching and creative of the ‘Studio Book’ itself? What do you need to keep in mind to ensure the ‘Studio Book’, and the teaching that supports it, is inclusive and accessible? (See UAL’s Disability Inclusion Toolkit on Canvas)
Tutorial 230621
Positionality
Your position and identity – What it is you wish to bring forward – What are you bringing to do it
What are your influences – You as an individual are lost in this
Bring partially deaf – made me reflect on what students to disclose as professionals we choose what not to disclose, how can we expect students to do so
Being inclusive may mean not meaning to disclose – Reflection in the studio book
Lack of diversity of from my educational background – God & Ulster – Bringing with on juniors educators and onto an equal contract basis
Inclusion
Deaf – Opensource – Share beyond the students
Assessment
What does success mean? – What seeds are we sowing and how they might grow
What the aspiration – refer back to it, cite, influence future practice
How does it evolve – what next?
They could take it on as a torrent, share and critique beyond the boundaries of CSM
Share the indesign template for others to manipulate and alter
Generating a life of its own
Peer-to-peer presentations 230711
The Presentations
‘work in progress’ illustrations of what you have done or plan to do, regarding the artefact purpose, opportunities and developments.
These will take place in twos/threes at a convenient time over the next week.
The presentations will take the following format:
● 3 minutes presentation
● 3 minutes of feedback
● Each person will provide at 1 comment or suggestion and 1 question to the person presenting their idea
Feedback & Reflections
Derek Wiafe, Anna Nagele,
changing employment profiles – returning students to act as inspiration for others – intersectionality where I am from workshop – http://www.georgeellalyon.com/where.html – tell me the story of your given name, share a secret, tell 2 truths and 1 lie – start with a poem and record their reaction – understanding for the audience they are designing for – a feeling from the exercise – former students address gaps in the book for the next years -manifesto response –
Tutorial 230712
1500 word reflective statement on the artefact
Different avenues – I am forgoing this avenue and why, I could have explored this I am focusing on this
Address the learning outcomes
Cross reference yourself from previous blogposts if you have explained this in previous blogs
Selective document on PDF on Moodle
Add further comments on other blogs