Author: Phoebe Stringer
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IP 2A Pre-Reading
IP 2A Pre reading; What do these resources add to your understanding of intersectionality? What are the implications for your teaching practice? Compare and contrast the perspectives offered in these resources. How many new terms can you identify from these resources? Are there any implications from these resources for your own practice? What is the…
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Blog Task 1
Disability The intersection of multiple marginalisations as spoken by Miss Major. Miss Major Griffin-Gracy- known as Miss Major- is a lifelong activist, author, and community organizer. She speaks about her intersecting identities as a disabled, black, trans woman and her work in both Stonewall and as an HIV/AIDS and disability advocate. Being born in the…
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IP Preliminary thoughts
Starting this unit, two main factors jumped out to me: first, the large amount of pre-reading and, second, my slight concern about how the unit will be addressed. The first concern regarding the reading is once again ‘how am i going to manage this with my preexisting work load? Will every week look like this?’…
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IP – Reactions to required pre-reading & Videos
PART 1: Readings: Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Colour. The first text I read was ‘Mapping the margins: intersectionality, identity politics and violence against Women of Colour’, which I found very engaging. I myself am an avid feminist and spend my free time in conversation with…
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ROT John > Me
Record of Observation or Review of Teaching PracticeSession/artefact to be observed/reviewed: XXXXSize of student group: XXXXObserver: Dr John O’ReillyObservee: Phoebe StringerNote: 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…
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PGCert Case Study 3
Case Study 3: Background: During my Co-Lab unit that I ran this year ‘The Feast’, I oversaw the LO’s for this assessment and feared that one would be very hard for my students to organically meet, LO1. LO1 in this unit was focused on discussing and researching a social justice topic, which I feared wouldn’t…
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Reflections on Required Reading Part 6
I chose to read ‘Formative Assessment and self-regulated Learning: a model and seven principles of good feedback practice’ I was especially drawn to the segment about the benefits of peer feedback, the text spoke of the recorded benefits of peer conversations about their academic studies but my lived experience was vastly different. During my primary…
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ROT Me > Jacob
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: Size of student group: Observer: Phoebe Stringer Observee: Jacob Wu 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…
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ROT Jacob > Me
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: Size of student group: 2 Observer: Jacob Wu Observee: Phoebe Stringer 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…
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Reflecting on Environmentalism in teaching
During our initial TTP timeline session, I realized I had neglected to add a post-it regarding environmental pledges made by UAL, a decision which greatly affected my course. My course is a technical sculpture course that trains people for multiple industries, but namely the hugely wasteful film industry. Overall film productions have been massively wasteful,…
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PGcert Case Study 2
Contextual Background During my CCP unit in 23/24 ‘The Godzilla Suit Project’ I struggled to objectively stick to the marking criteria (LOs) when marking/giving feedback for the unit. This happened because I did a mismatch of marking, attempting a holistic approach when I should have kept it objectively evidence-based and sticking to the LOs’. This…
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Reflections on Required Reading Part 5
Text: Learning outcomes and assessment criteria in art and design. What’s the recurring problem? This is a body of text I found really interesting to look through, especially as I just finished marking all of my CCP unit 7 ‘Co-Lab’ Students this morning! Last year during another co-lab project I was running ‘The Godzilla suit…
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Reflections on Required Reading Part 4
I found this a very personally pertinent and interesting read as somebody who teaches a technical (or should I say Sloyd) subject like Techincal Arts (as the name implies it’s a technical skill-oriented course). I’ve always been technically minded and focused both as a teacher and as a student, as a student I longed to…
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1st Micro teaching reflections
I started my session with my group, John, James, Grace, Jules and Gwen by desperately trying to keep my ball of oil-based ‘monster clay’ warm for my demonstration. I decided to demonstrate a taste of a class I give to the first-year students on tech arts, ‘Foundations of Sculpture and Sculpting the Face’ in which…
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PGcert Case Study 1
Contextual Background (c.50 words): Recently I ran into an issue within my CCP unit, due to the natural ebb and flow of university calendars a few key dates had been moved around. While confirming these final dates my dyscalculia became an issue, students would quickly ask if I knew the new dates but I would…
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Confucius vs Plato in cultural approaches to education and the subsequent outcomes;
As a teacher within the UAL and generally, as somebody born and raised in central London, I interact and teach with a lot of young Chinese and Western students. Within our western culture, we often point out the educational differences between the Chinese and western education systems, or to put it simply, why Chinese students…
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Reflections on Required Reading Part 3
Reflections on ‘On the spectrum within art and design academic practice’ Now this one really spoke to me! As an autistic myself I felt immediately drawn to this text, especially the somewhat abstract accompanying graphs and visuals. The whole text reminded me of a camp joke my friends and I would make growing up, if…
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Reflections on Required Reading Part 2
Based on my own lived experiences of art education I was immediately drawn to this text more so than the other available options, “the design critique and the moral goods of studio pedagogy” jumped out at me. The discussion around disciplinary differences is the most salient to me, as I’ve been taught and taught in,…
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Reflections on Required Reading Part 1
Immediately engaging with the text ‘An a/r/tographic métissage: Storying the self as pedagogic practice’ I found myself enjoying the invoking visuals of ‘threadscape’, imagining all the threads being woven and pulled apart to be rejoined into new colours. I’ve embroidered for many years in my fine art practice, playing with the limits of the threads…
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Preliminary Thoughts
How am I going to teach all these alligators? My initial concerns and feelings were all time-based, how will I manage my time whilst still having a good quality of life? after engaging with the first piece of required reading my more immediate concern is reading hefty artspeak text walls again. I thought those days…