‘Teachers of design should help a student to find their own voice. In other words, not be a templated version of the teacher, but rather to help them (the students) unfold what they already know and can bring to the table.’ April Greiman (Designer)
When I first started working within the academic environment it was possible to teach and support students much more directly, informal corridor chats, regular in person drop-in sessions and social activities all helped to activate and connect a sense of togetherness within the cohort in support of the curriculum. As student numbers increase year on year these opportunities as stated above do not happen as much as previously, with time and space issues being attributed to this amongst other things.
More recently there has been an increase in demand for pastoral care and academic support. This should not be confused with project support. Whilst I make every effort to be empathetic and supportive, I have had to develop a greater sense of my own boundaries and what I am / or not able to accommodate within my fractional position at Chelsea.
The supporting structures around the academic delivery of a programme of learning have never been so important as they are now. These are positive developments in developing a more connected and visible support system for the students to call up when required.
Embedded language and academic support within project briefings and throughout the duration of a project have been essential and welcome developments made by the teaching staff at GDC Chelsea.
Other structures have been put in place such as the personal tutor system, unit leaders rather than year leaders which enables the cohort to connect with a wider range of teaching practices across all year groups.
One example of supporting student learning is that I have developed within the briefs that I write is to break down the meanings within academic language, which I know from experience can be problematic for some students. See the learning outcomes breakdown below for your reference:
Enquiry Develop the ability to comprehend the requirements and context of the professional brief and to develop relevant practices, concepts, and ideas in order to answer them. > show that your work is the outcome of visual and theoretical research and experimentation.
Knowledge Utilise conceptual thinking informed by relevant histories, practices and technical knowledge in order to operate within a professional design context > show that you are able to combine theory and practice in your work in order to clearly show your thinking.
Process Develop design processes which are flexible in response to the creative and practical restrictions of the design brief showing an awareness of the characteristics of the media and mediums* employed. > show evidence of the appropriate methods, processes and technical skills.
Communication Demonstrate the ability to develop and test relevant design solutions with an understanding of the needs of an audience and communicate them clearly and effectively. > show awareness of your possible audiences and appropriate age demographic as stated in the brief.
Realisation Manage the effective deployment of concepts, methods and technical skills in the realisation of outcomes appropriate for public and professional use > show that you can evaluate and adapt your outcomes in order for your concept to communicate.
These are just some of positive small steps that we have recently implemented whilst aspiring to continue to develop and innovate on unit delivery, student learning and curriculum.
