Note: Continued from ARP Blog Post 4a
Activity 4: Participant feedback
In lieu of my second research question: (RQ2: How can collaborative visual mapping of the design process support diverse students’ understanding of, and engagement with, design briefs?) students’ completed a participant feedback form.
Key relevant quotes were:
‘It’s great to look at how others think and see their ideas.’
‘Everybody works and thinks differently.’
‘We should look for everyone’s strengths and make use of them.’
Further findings: Embedding learning into formal GMD1 and GMD2 assessed curriculum
By way of evidencing the extended impact of the Drawing for Design workshops, I share below examples of GMD1 students’ including visual and reflective documentation of the workshops in their formal assessed Introduction to Graphic & Media Design unit submissions (Fig. 8,9,10,11,12).
Reflection: Embedding research into formal GMD1 curriculum design & delivery
Through the Action Research Project it was my intention to create a body of active research that would lead to the development of my teaching practice, and most importantly – be useful and relevant in enhancing diverse students’ learning.
By way of evidencing this intention, I share images below demonstrating my Action Research Project learning and approaches being integrated into the formal teaching setting within the GMD1 studio (Fig. 13, 14, 15 & 16).
Reflection: Final thoughts on my Action Research Project and the PgCert
In my view the Action Research Project evidenced that drawing as a physical, process-led, reflective practice improves students’ confidence, visual literacy, creative thinking skills, and positive engagement with the design process – as part of their wider GMD learning journey.
The Drawing for Design workshop raised awareness of key pedagogic considerations including supportive communities and learning environments, foregrounding process over final product, and modelling self-reflective dialogue. The workshop drawing activities enabled tacit learning and the development of drawing as a key design thinking tool.
Undertaking the PgCert has informed and enriched my teaching practice and has enabled me to explore, understand and clarify my role within the GMD staff team – and wider UAL teaching and learning context.
It is my intention to continue building upon new skills and knowledge gained, to create ongoing effective, inclusive pedagogic practices in design education, thereby improving the student learning experience at LCC – and wider UAL communities.
Thank you for reading.
References
Barone, T. & Eisner, E.W. (2012) Arts Based Research. USA: Sage Publications.
Duff, L. & Sawdon, P. (2008) Drawing-The Purpose. USA: Intellect.
Heller, S. & Landers, R. (2014), Raw Data: Infographic Designers’ Sketchbooks. London: Thames & Hudson.