Session/artefact to be observed/reviewed: WIP Crits
Size of student group: 15
Observer: Tim Stephens
Observee: Mikolai Berg
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
This is a class for Year 2 Fashion Photography students, and they are in the penultimate week of a 40-credit unit (10 weeks), in which they are introduced to 3D image making and provided insight into emerging technologies in fashion imaging.
The moving-image submission requirements are a 30 sec MOV file produced in a 3D software (usually Blender software), accompanied by a re-branding exercise of a pre-existing brand’s updated identity in the New Media landscape (in a research journal submission).
The focus of this session is the WIP crits in which the students are asked to present their WIP outcomes, chosen brand, branding strategies, concept and up-to-date outcomes in Blender software. This is followed by feedback by an industry practitioner, teaching team and their peers.
How long have you been working with this group and in what capacity?
I’m the Year 2 lead and have been with this cohort since the beginning of this academic year, though I taught them occasionally in Year 1 also. This is the 2nd 40 credit unit that I am delivering for them.
What are the intended or expected learning outcomes?
Overall, for the students to contextualise their image making practices in
emerging technologies and demonstrate the ability to conceptualise a creative pitch in consideration of existing brand heritage.
This session, in particular, provides an opportunity to share their WIP outcomes, witnessing their peers’ work, and be provided feedback to respond to. These crits are to be formal (students present in front of class) and an opportunity for them explain their processes (cognition through verbalisation), reflect and apply feedback to their outcomes prior to submission.
What are the anticipated outputs (anything students will make/do)?
The students have been informed of the expected presentation content, on Moodle and via a reminder announcement.
The students are to present in front of the class and (on a monitor) show their WIP visual outcomes accopanied by a PDF of edited research material visual/theoretical). Each student has 5-10 minutes to present. They will then be provided feedback from the teaching team and their peers, which they are to respond to verbally, outlining how they will implement the feedback into their work (if they choose to do so).
Are there potential difficulties or specific areas of concern?
Depending on the number of late comers, the timings will have to be kept in mind throughout the session, so that all students get the opportunity to present and that those timeframes are as similar as possible, due to parity to other students.
How will students be informed of the observation/review?
The observer will be introduced at the beginning of the session and the students will be made aware of the observation.
What would you particularly like feedback on?
Everything, time allowing.
How will feedback be exchanged?
Via email.
Part Two
Observer to note down observations, suggestions and questions:
The method I use for everyone’s teaching observations is to try and note the progress of the session – this is really to remind you of the session so you can recall it. I will not cover everything you said in such complex presentations as these. Then, I comment on any issues arising. I use “ “ to indicate actual speech and [ ] to make comments or describe.
[You prepare the space really well. This is a really important aspect of practice. See comment.
[Layout of seating, the first slide on the screen, desks for the presenters (and myself).
“There’s a train disruption…so we’re starting late…15 minutes or so…
“Morning [you greet the students as they come in
[St requests window to be closed
“You sure, you don’t want the windows open…
“How are you doing?…Good, good…how are you getting on…
Another St. “I’ve had enough
M “in what sense….[This is a great response, to take off-hand negative comments seriously and enquire further
St…replies I don’t know I’m just worn out…
M: which part of the work…
M “How far are you…[Adding practical focus
St. Discussion on rendering…
“As you all know…
[Introduces Agneta..
[Troubleshooting slide…You talk through..
M:” just hitting home with this again…[you are offering support available, giving room, the support you will offer and how…
[WIP Crits – slide
Presentation format…industry pitch, etc…visual/textual research, competition. [All very comprehensive and clearly communicated
“Blendr, other? [You checked how many have used which…
“How many got my announcement yesterday…?
[You talk through the key points…
“How many on logos…on 3D…
[One hand up
“Kelly 3D logo..
St “not yet..
“We can talk about that later [kind response
[Explain about AI and pace of tech “out there’
[You also describe anything practical, laptops, and borrow your even…
3rd Slide – Prep. Connect laptop
Projects in any form are welcome…[This is a great notice to give, despite being “close to deadline” you are very inclusive in your approach
Extensions…you explain dates and last week of access to Eliot’s help… and holiday access
Access to computers but you won’t have technical support…
“All very good professional tutor announcements, see comment.
“Research Journal as presentation resource..also; what you want to get feedback on..
“How many using Journal…specific pdf…hands up, [Really transparent engagement, being clear who has what] so I know could be 40pp but won’t have time…[explain more
“You’ll get feedback from us, and nice to also fdbk to each other…
“At the end of it….Let us know, thinking of taking this fdbk on board, useful or not…keep it open in that sense.
[You now introduce Agneta, you stand at the front with her which I thought was a nice supportive gesture to give her confidence, mindful she is a relatively young alumni
A: “Intro. To herself….3D artist. Martine Rose, Margela, Nike
M: [you add “and Fashion
Hybrid photography
M: You also work on the hybrid, very interesting world…
“A lot of you have been working in hybrid world…
You announce my presence before starting the presentations.
“So, we’ve been here before….
“How do you want to do this…?
[Pause
“Alice do you want to start again…[friendly, volunteering someone you know is confident perhaps
“One moment, my bad…do a little timer…
1st St. Alice starts…[does her presentation
[Gets to video…”will it play
[You check out the technical…
Alice shows video…
St Applause! [Really strong student engagement… well done for setting up an environment where this quality of engagement is present
“Brilliant, thank you Alice, that’s great… and very intimate yeah..[You sum up…and make a few points…
You have a brie dialogue with her and make constructive points [The comments you make are varied, practical, positively focussing on elements, storyboard…
“You may want to send it to them…!
[Alice dialogues with you…
[Someone, latecomer (Will) comes in, and Kelly leaves at this point..
“Camerawork good, wide angle…could be even wackier, lens ranges…even more surrealism…
“Anything you would recommend to Alice [To Agneta
A: retro low-fi, world, quite 80’s…[explains more…
“Quite a lot of elements in there…can we look at it again…[you ask Alice
“Video that springs to mind…Tom Tom club…stylistic direction
Anything else…? [To Agneta
A: Yeah I agree with what you’re saying [to you]…more to with intimacy…?…world building…abstract persona….
“Brilliant…!
St Applause
Anyone else sorry..? [turn to students
St one comment…
Dialogues with Alice.
“OK, so, coin tossing or anybody…[laugh…another st volunteers
[Another student comes in and sits where Kelly sat – also International student. See comment
“What is your brand Rachel…Levis
Rachel…[Presents her work
…
St Applause…
“OK, Is that your world you’ve already created…great, great…
“Can you go through again, b’cos it was pretty fast….[You ask for a repeat show of some elements
Rachel explains more in detail…
“Good process…you’ve gone through branding ideas….competition….more visuals, feels more textual at the beginning…[You interact with her on the main ideas and themes…and, again, consistently provide detailed and useful feedback…
“Well done on the photogrammetry….how are you seeing marrying those two…still space…interesting…camera movements…[ you bring in previous discussion, good practice
“continuing a conversation that we’ve had”…
Rachel explains….
I have a video…do you want to see it
Yeah sure…! Why not…it can be at whatever stage, if you feel comfortable yeah…thank you….[You are very encouraging and supportive…excellent practice here
Short clip..
St Applause
“Assessment brief specifies a rendered space, and it’s all in a rendered space….I’m enjoying what I’m seeing…[You point out all the different elements she has included]….”and audio” [Positive and pro-student, encouraging
Agneta?
A: explains hyper reality…glitches…collision of super realistic and small computer glitches…also still spaces…a reference could be…X
“Maybe lighting actually could be, creating another aspect…
“Any thoughts, feedback for Rachel….Will [you volunteer him, and he makes a comment – this is good that you noticed he had arrived late and naturally included him, excellent work
“Ok onwards and upwards…
[I will go into less detail now, as the routines are clearly set up and you are doing excellently in terms of building student confidence and quality of the feedback
3rd Student
Presents…
“Brilliant, very interesting…you started on tearing apart VS and making something contemporary…I think you’ve enjoyed that process [really encouraging…in proportion to her confidence..? Let’s reflect on that…
St. 3 “Yes, I’ve really enjoyed that…[enjoys being understood
“Exploring body shapes…flux….camera work, lighting work…the narrative still…it’s coming together really well….Not necessary top be brand specific…and for VS a type of critique…unexpected element of this medium….
“More research into contemporary sculpture…
A: I like it…you’re pushing…[makes comments
“Brilliant
St applause…[Still loud and engaged, genuine
Any thoughts by the way…[turn to students
St.s looks really cool..
Cameron?
Cameron presents..
Do you want to start maybe [to Agneta
A: “I’m wondering about…its quite driven…by an idea…
“You are exploring cinematography…
“Something, even push this further…
Next presentation – On Levi’s also
[And so on.
1 hour.
Summary and key points
Room prep & lesson prep. You take great care of the room and slide set up. For me, in my experience, this is fundamental to a successful session. It could be an attitude, and it could be a conscious way of thinking about teaching and learning, incl teacher student interaction, in the space.
These are all aspects of the architecture of a learning space and what is in our control…room furniture helps concentration for those who find visual ‘noise’ distracting…also about student comfort, and meeting student expectations as to what learning can happen, what types of dialogue can happen in a space like this. Expectations.
In some ways the meeting and disrupting of student expectations is a large part of planning teaching, and in microcosm the learning experience also. This session is very much meeting their expectations, having a controlled environment, that is fair, transparent, predictable, in order for them to take a risk and stand at the front, improve their presentation skills even (the tacit/process curriculum; assessment-as-learning (see Bloxham)
The only ‘surprise’ element is the short intro by Agneta, which is a lovely part of the session. This again pre-planned and very suitable. Her talk is inspiring, gives a fantastic role model opportunity, is aspirational and is also industry related; therefore makes the industry pitch element more ‘real’. Brilliant programming I must say and wonderful preparation.
You bring a lot of pleasure, smiles and laughing into your communication, that helps in keeping it light and also fun, engaging and adds to student’s ability (permission giving) to enjoy the learning process
Professional announcements. These were like a list of tutor notices, all very clear, supported by Slides and create a very good, if not excellent because mature, learning environment. Your attitude to the teaching, is both kind, thoughtful and professional and work-focussed which creates a brilliant educative culture. Seriously.
You really are an excellent teacher and have lots of implicit experience informing the way you teach. Do please consider Fellowship (Advance HE) after the PG Cert when you get that option.
Kelly sat on her own…and left early…let’s reflect on that. How should we follow up on this? Her seat was taken by another latecomer, also international student.. maybe? Who effectively sat on her own and hence, chose to sit in a way that she could be a bystander, somewhat. Will, also, sat apart from the ‘others’ at the back…however he doesn’t have an issue with confidence in the same way. How do we deal with the “Kelly’s” of the classroom?
Uses of praise and encouragement, do we sometimes use this strategically? Or, where we are generally positive about most people, what happens when we don’t praise certain people…this might be the only downside…or there may be other considerations. Praise is legitimate for student’s doing normatively “less well” than the average, in my view, if, I know they have had to overcome certain obstacles to achieve what they have, or their own learning journey has been steep. In which case praise is deserving. I also believe praise is valid for presence, being, engaging, attitude, and other implicit qualities, not just actions or outputs. What’s your view?
International students…how to support in the sense of include and or integrate when they are also a minority in the classroom. Thoughts. There are plenty of articles in this area.
Wonderful session and thanks so much, I enjoyed a lot about your teaching style, organisation and planning, skilful feedback and genuine engagement.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Thank you for your insightful and very thorough and, frankly, uplifting feedback. Throughout the four years in my position I think I have successfully shaped a personal teaching strategy and let’s say a ‘style’ which involves a range of elements. Classroom set up is one of them. I feel that it not only helps to facilitate the session, but also provides a welcome change to the space, making it session-specific, aligning the students’ attention to the delivery model and also providing a ‘breath of fresh air’ to the room. I used to re-arrange my room as a child every few months which I loved – perhaps it’s partly derived from this – but that’s a different story.
Following on the application of personal style, I do think that a ‘safe space’ or at least ‘safer space’ approach to the session provides a less stressful environment for the students. The crit can already be a challenging situation for the students, not only asking them to share their WIP progress, but also expecting them to engage their presentation skills in front of an audience. I often re-iterate the fact that this is not industry, highlighting that this is a space for open opinions, and that in their professional life this kind of feedback may be hard to come by. What I possibly struggle with is balancing a sterner approach when this is necessary. It’s an act of equilibrium to apply an openness and yet remain firm when this is required. I’d be grateful for more feedback and academic resources in this area.
Agneta’s surprise element seemed well-received. I firmly feel that involving an industry practitioner provides useful perspective and perhaps further informs the students’ work. I’m also hoping that her presence provided a useful element of identification, being a young woman, successfully navigating her career in New Media and emerging visual technologies. I have expanded more on this approach in my Case Study 2.
Thank you for pointing out the issues with the ‘Kellys’ of the class. It’s a situation that I do recognise and try to improve year by year. I realise that engineering a situation maybe what’s needed here, even though that seems un-natural due to existing group formations within the cohort, I think sometimes it might be beneficial for students to work in prescribed groupings, rather than self-selected ones, for the sake of wider group cohesion and learning. Thou ISAs do make this more of a challenge.
The strategic application of praise may be intended as part of the delivery and I aim to always praise each student equally, being aware of each individual learning journey. I always aim to seek out the positives of the student-presented work and apply this democratically in the classroom. This may also be a part of my teaching approach mentioned earlier.
I aim to provide a ‘sandwich’ approach regarding content structure: positive critique – critique on improvements – positive resumé. In some cases, the middle part of this will be more weighted, and these are nuances in the delivery that the students will be aware of, which are intended as a challenge to improve possible missing/underdeveloped elements in the work. Perhaps this is the space I reserve for the firmness element of my teaching.
I hope that this reflection provides my responses effectively. Thank you for suggestion the Fellowship (Advance HE) as a follow up to the course, I’ll certainly consider this. The process of the PG Cert so far has been enlightening, guiding me to previously unchartered territories of research, an occupation that I’m finding very interesting and rewarding.