On discovering the resource: Orr S. and Shreve A. (2017), Signature pedagogies in art and design, I am introduced to groupings of signature pedagogies and teaching strategies which are distinctive to, and shared widely across many art and design subjects.
The reading describes how the signature pedagogies and teaching strategies support students not only to learn about the discipline, but also how to think and behave like creative practitioners – thereby creating a bridge between university learning and professional practice.
Key signature pedagogies include:
- The studio
- Pedagogies of ambiguity
- The brief
- Development work
- Research
- Dialogic exchange
- Materiality
On reflection, the entries on the list of identified pedagogies are familiar and highly relevant to my teaching into Year 1 Graphic and Media Design at LCC.
I find it interesting and enlightening to read an identified, theoretical, pedagogical ‘toolkit’ for art and design education. It is helpful and somewhat reassuring in terms of shared teaching practice, to learn that these pedagogies are widely recognised and utilised.
I add that the term ‘toolkit’ is one I often use in my teaching, to emphasise to students the resources available to them while they engage with their learning and in preparation for their entry into the creative industries as professionals.
In response to the reading, I share the image above (Fig.1) to evidence students experimenting with relief printing (materiality) by way of exploring core design principles (development work/research). While the students work in the print workshops, there is valuable discussion and feedback between the students, technical staff and myself as tutor (dialogic exchange/co-learning).
I also share the image above (Fig.2) evidencing students undertaking a visual note-taking activity in the built environment (development work, visual research and materiality).
The creation of multiple physical, drawings, diagrams and rubbings offers the opportunity for a pop-up exhibition back in the studio, shared peer/tutor feedback discussion about the processes and methods used, plus potential applications of the work to further inform the project development and final outcomes (studio, dialogic exchange).
I add that the Two States project brief is largely self-authored, the project parameters e.g. combined processes and methods are pre-defined, but the final outcomes are open to interpretation by the students and are undefined (pedagogies of ambiguity).
I intend to continue to reflect on the content in this useful reading, and to apply the learnings to my teaching practice going forwards. The listed teaching strategies are also of particular interest; I have earmarked these as I intend to reference these in preparation for the PgCert Active Research Project later this year (2025).
Reference
Orr S. and Shreve A. (2017), Signature pedagogies in art and design