Author Archives: Florence Meredith

Record of Observation or Review of Teaching Practice   Session/artefact to be observed/reviewed: Costume Workshop – Sculptural Skeletons and Structures (part 1) Size of student group: Approx. 10 students Observer: John O’Reilly Observee: Florence Meredith Note: This record is solely for … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: Group interim tutorial   Size of student group: 4 students   Observer: Florence Meredith   Observee: Nina Manandhar   Note: This record is solely for exchanging developmental feedback between colleagues. … Continue reading →

Contextual Background The way in which I asses student learning and exchange feedback is informal, organic, and formative. Outside the confines of a technical workshop session, which only represents a small part of my interactions with students, its occurrence relies … Continue reading →

Contextual background I collaboratively plan workshops and create learning resources which compliment or link to unit briefs, or respond to specific areas of technical interest, alongside the facilitation of formative interactions in the open access studio. Our aim is create … Continue reading →

Contextual background I concurrently support a large number of students across the performance programmes, at different stages of their academic journeys. The students bring a variety of technical ability and experience to these interdisciplinary and experimental programmes, which evolve into … Continue reading →

Preparatory reading I chose to read an intriguing paper by Patricia Broadfoot, written in 1996, which investigated the wider implications of assessment within education. I was fascinated by the ways in which it looked at assessment as a consolidator of … Continue reading →

In this session we had some very interesting discussions about the concept of engagement, what that means to us, and how we think it can be proven. We all agreed that learning outcomes are problematic, and not very inclusive, and … Continue reading →

Preparatory reading   It was interesting to be asked to reflect on the providence of the articles we were reading. This is something which I think speaks to wider research questions. I am often finding myself asking students about visual … Continue reading →

Key decisions I decided to design a playful, experimental microteach I am calling ‘The Costume Hat Game’. Part of this choice came from a desire to build on a similar activity that I had recently used in my teaching around … Continue reading →

The hat game The main objective of this activity is to engage students in the process of considering their own extra-rational responses to objects, as well as the extra-rational responses of others – to notice the similarities and differences, and … Continue reading →