The Bookbinding Workshop: making as collaborative pedagogical practice

Hdl Handle:
http://hdl.handle.net/10034/559092
Title:
The Bookbinding Workshop: making as collaborative pedagogical practice
Authors:
Kealy-Morris, Elizabeth
Abstract:
“The value of Engagement is no longer questioned” (Trowler & Trowler, 2010, p.9) Trowler & Trowler, in their 2010 report for the HEA’s Student Engagement Project, note that studies have consistently shown associations between student engagement and improvements in identified desired outcomes, including cognitive development, critical thinking skills, practical competence, and skills transferability. They also note that there are specific features of engagement which improve outcomes, including student-staff contact, active learning, and cooperation amongst students such as group work and peer support. Trowler & Trowler found that interacting with staff has been shown to have a powerful impact on learning, especially when it takes place outside the classroom and responds to individual student needs. The NUS 2012 Student Experience Survey supports Trowler & Trowler’s findings. The purpose of the study was to understand student expectations of a university experience. Teaching quality was cited as the most important factor in what makes a good learning experience. Students want more engaging teaching styles that are interactive, use technology & props to make the subject more accessible and interesting. This paper will consider student engagement through collaborative teaching and learning practices I have developed within a series of bookbinding workshops away from the studio environment in which I develop new skills alongside my students. In this way students are not being ‘instructed’ by a skilled specialist but rather collaborating with a committed enthusiast.
Affiliation:
University of Chester
Citation:
Accepted for publication in the journal International Journal of Art & Design Education
Publisher:
Wiley
Journal:
International Journal of Art & Design Education
Publication Date:
Oct-2014
URI:
http://hdl.handle.net/10034/559092
Type:
Article
Language:
en
Description:
Paper and presentation slides presented at IJADE October 2015
Appears in Collections:
Art and Design

Full metadata record

DC FieldValue Language
dc.contributor.authorKealy-Morris, Elizabethen
dc.date.accessioned2015-07-07T08:36:25Zen
dc.date.available2015-07-07T08:36:25Zen
dc.date.issued2014-10en
dc.identifier.citationAccepted for publication in the journal International Journal of Art & Design Educationen
dc.identifier.urihttp://hdl.handle.net/10034/559092en
dc.descriptionPaper and presentation slides presented at IJADE October 2015en
dc.description.abstract“The value of Engagement is no longer questioned” (Trowler & Trowler, 2010, p.9) Trowler & Trowler, in their 2010 report for the HEA’s Student Engagement Project, note that studies have consistently shown associations between student engagement and improvements in identified desired outcomes, including cognitive development, critical thinking skills, practical competence, and skills transferability. They also note that there are specific features of engagement which improve outcomes, including student-staff contact, active learning, and cooperation amongst students such as group work and peer support. Trowler & Trowler found that interacting with staff has been shown to have a powerful impact on learning, especially when it takes place outside the classroom and responds to individual student needs. The NUS 2012 Student Experience Survey supports Trowler & Trowler’s findings. The purpose of the study was to understand student expectations of a university experience. Teaching quality was cited as the most important factor in what makes a good learning experience. Students want more engaging teaching styles that are interactive, use technology & props to make the subject more accessible and interesting. This paper will consider student engagement through collaborative teaching and learning practices I have developed within a series of bookbinding workshops away from the studio environment in which I develop new skills alongside my students. In this way students are not being ‘instructed’ by a skilled specialist but rather collaborating with a committed enthusiast.en
dc.language.isoenen
dc.publisherWileyen
dc.subjectbookbindingen
dc.subjectpedagogy of makingen
dc.subjectnostalgia of craften
dc.subjectcraft as visual methoden
dc.titleThe Bookbinding Workshop: making as collaborative pedagogical practiceen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalInternational Journal of Art & Design Educationen
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