Monthly Archives: March 2025

Background:  I chose to base my microteaching on historical wig-making tools that we still use today. I am not a teaching technician and only have contact with students in 121s and supervised studios, so I did not have any lesson … Continue reading →

During the discussion for our readings about assessments and feedback, I had a really lovely conversation with the rest of the people in my group that made me feel frustrated but also validated. I was sharing my thoughts on “Formative … Continue reading →

Discussing assessment and feedback has always been a bit of a grey area for me, as a technician who has nothing had nothing to do with grading or assessment, I have always felt that it had nothing to do with … Continue reading →

Session/artefact to be observed/reviewed: Wig-making Samples  Size of student group: up to 150 (entire course cohort)  Observer: Cora James  Observee: Kitty Eyes  Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship … Continue reading →

Session/artefact to be observed/reviewed: Colour Darkroom induction session Size of student group: 7/8 students Observer: Kitty Eyes Observee: Cora James Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but … Continue reading →

Session/artefact to be observed/reviewed: Wig-making samples Size of student group: n/a Observer: Carys Kennedy Observee: Kitty Eyes   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is … Continue reading →

For our second workshop, we were allowed to choose from a list of texts, and so I chose the one entitled “How do art and design technicians conceive of their tole in higher education?” (Sams, C., 2016) as I am … Continue reading →

What a baptism of fire into the PgCert! The first reading I was assigned – “An a/r/tographic  metissage: Storying the self as pedagogic practice” (Oster, et.al., 2019) contained so many phrases and terms that I had never heard before. This … Continue reading →