08 06 15 introduction to year 3

time to design – its christmas

Do you remember the first time you sat on an aeroplane and it was about to take off?

post-it

What do you want from the 3rd year of your course?

take control of your learning

advice...

feedback.......... There is a desire for shorter deadlines so that

you do more work.

Somehow the responsibility for the amount of work you do is somebody else’s. You could organise this in your learning agreements – set yourself short projects with precise deadlines – take control of your learning!

planning

organise your time

it really is about

time management

timetableactivity 1 2 3 4 5 6 7 8 9

Research

Testing

Sampling

Final pieces

Creating presentation

PresentationPecha Kucha

Trip

advice...

connections to time-manageYour interests –

art history, music, dance, writing, general history, geography/place, contemporary practice, science

Stuff to do –

Lists, aims and objectives

Projects –

Set by NUA

Set by you

Practical stuff –

Coming in, using workshops, equipment, printing, exhibitions..

Competitions –

Research –

Writing – reflection, report, promotion

Visits –

Placements, part of research

Opportunities yet to arise…………………………..

Life ‘other than your practice’ – travel, breaks

use a notebook

advice...

make notes

advice...

why

You will be gone soon.

4:00-May 23rd

348 days to go

weekends

250 days to go

holidays

120 days to go

Bank holidays

115 days to go

finish your research report

over the Christmas break

advice...

recognise the value of research and how it can support your practice.

advice...

make notes

advice...

record

use a reflective journal

blog

advice...

learn

Photoshop

and

Illustrator

advice...

the structure

of the course

the year (activity)

formulating your approach to your learning

within year 3

why what how

ask yourself questions

lots and continuously

what do you like doing?

why do you make work?

what’s it for?

what do you want from your work?

what do you get from your work?

what is your work about?

who is your audience?

where does the work go?

you and your work – BA7

• 15 weeks to make work.

you and your work

• The first 15 weeks of the year are about you developing what you want to.

• Up to 2 weeks after Christmas.

you and your work

•It is about you identifying, developing and following a research path in both your practical and textural work.

you and your work

•You will need to consider how to use your time effectively as you cannot get this time back.

you and your work

•Learning agreement

•Thinking about the future?

•How do you want to use your time?

•What do you want to learn?

thinking

• writing/reflection/projecting

• This is you working out what you propose to do and thinking about what to do next.

presentation

• Pecha Kucha

• This is you presenting what you propose to do and us helping you decide on what to do next.

presentation - reflection

• Pecha Kucha 20x20

Is a simple presentation format where you show 20 images, each for 20 seconds.

The images advance automatically and you talk along to the images – consider them as prompts.

reflection

• Preparation.

• We are very enthusiastic about this task and its relationship to learning within the course.

reflection• This has been conceived as a way of supporting

your presentation skills.• You will present your initial intention - after which it

is anticipated that you will go on to further develop your work and practice - this is so that you can now focus.

• You will be getting responses from your cohort and tutors - this is feedback

and

You need to consider it - this is reflection.

you and your work

•Supported by individual tutorials alongside developmental and skill based workshops.

you and your workIt is envisaged that this time will involve you in - •Research - Deciding on your path(s) of interests and supporting your thinking.•Context - looking around at the work of others and where work is seen - shops, galleries etc.•Experimenting - trying stuff out by using skills and techniques.•Testing - making stuff, including final piece(s)•Reflection - on what you have done and then presenting it to others.

you and your work

• It is expected that you will make a body of work for yourself - all of these activities - research, context, experimenting, testing, final completed pieces and reflection are your work.

NSSNational StudentSurvey

NSSHow you judge the course and the staff – are we doing our job?

NSS• Students have the option of responding: • Definitely agree• Mostly agree• Neither agree nor disagree• Mostly disagree• Definitely disagree• Not applicable

Strongly Agree

Agree Neither agree nor disagree

Disagree Strongly disagree

The member of staff explained things well 111111111

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The member of staff made the subject interesting 11111111111111111111

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The member of staff was enthusiastic about what they were teaching 111111111111111111111111111

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The unit was described clearly 1111 111111111111111111111111

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I understand the key areas of study this unit will cover 111111111

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I understand what the course staff will be looking for at the assessment point

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The criteria to be used in marking has been made clear 1111111111

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With the information given in the session today I am able to write a learning agreement.

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I have received sufficient advice and support with my studies 111111111

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Any changes in the session have been communicated effectively 1111111 NA11111111111111111111111111

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The session was well organised and run smoothly 11111111

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As a result of this briefing I am able to undertake the unit 11111111111111

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• Direct students to specific content in the presentation – slide numbers.

• Remind students that presentations are posted on moodle.

• Point students to appropriate areas of course documentation.

• Offer individual tutorial support.

• Instant feedback - within the day.• Students feel they are listened to.• Able to address the needs of the individual.• Specific issues - individual needs but also transparency for

the whole group. • Sharing information staff – students.

student – student. • Dissipating fear.• Different ways of presenting content to students with

differing levels of understanding.

feedback usually within 6 hours -

How do we go about this thing called design?

A model of good practice

research testing sampling designing finished pieces

what

5 words

what do you do?

why

why do you do what you do?

what

title

what are you?

how

tone - how do you go about doing what you do?

whatwhat interests you?art historymusicdancewritinggeneral historygeography/placecontemporary practicescience readingpopular culture

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VERB LISTRICHARD SERRA67-68TO CONTINUE

contemporary practice

the work of others

what interests you?

materials

process

work

methodology

influences

your making - contextual framework

process/materials political

personal

critical/theoretical

historical geographical

institutional cultural

what

what are your core ideas?

why

consider the evidence

focus & briefs

• 15 weeks

• Developing what your work is, could or should be.

• Using your research and body of work to address 4 set briefs

what

what do you want to of achieved in 15 weeks?

this could form part of your learning agreement

focus

• Towards the end of the initial 15 week block we think it may be time to focus what it is that you do, what you are interested in, to hone skills and develop techniques and processes.

• It is expected that you will make a body of focused work for yourself.

• Becoming an expert.

briefs• 4 set briefs

• Project – Home

• Project – Body

• Project – Digital Collaboration

• Project – Space

• An opportunity to make to specific issues, solve problems, present and work in teams.

• You will be making your own work simultaneously.

Research report

• Consider your interests.

• What do you want to spent time researching?

• How might this relate to and support your practical work?

Mid Year Assessment Review

BA 8 briefing

gaps (non taught weeks)

final project

Final project

• BA8

• This is time to make work that will be your BA final project.

• 12 weeks

Final project

• BA8

• Learning agreement

• Thinking about the future?

• How do you want to use your time?

• What do you want to learn?

focus

• It really is time to use this12 week block to focus what it is that you do, what you are interested in, to hone skills and develop techniques and processes.

• It is expected that you will make a body of focused work for yourself.

• Become that expert.

presentation

• Pecha Kucha

• This is you presenting what you propose to do and help you decide on what to do next.

Mid Year Exhibition

• Exhibition – inside/outside building

Assessment point

degree show

degree show

• What is this for?

• Presenting yourself

• Becoming public

• Becoming professional

• What next?

New designers

• Opportunity

• Visibility

• Timing

http://lucykenttextiles.tumblr.com/

http://jessicajanetextiles.blogspot.co.uk/

what

what does success look like?

how

how do you achieve success?

what next

how do you want to live your life?

what

focus on the issues you wish to pursue

identify your learning needs

what

define the scope and nature of the study

identify access and resource issues

what

what do you want to achieve?

what are you going to do about it?

how

how are you going to achieve what you want to learn?

practical

timetable

what can you actually do in the time you are willing to give to your learning – be honest

practical

budget

how much are you actually willing to spend over the year?

practical

ability

do you need to learn new skills to achieve?

write them down.

timetable

activity 1 2 3 4 5 6 7 8 9

Research

Testing

Sampling

Final pieces

Creating presentation

PresentationPecha Kucha

Trip

plan of the year

may june july aug sep oct nov dec jan feb mar apr may

activity

deadlines

Pecha Kucha Images

narrative

Word doc -97 – 2003 - Name Degree Show Proposal

deadlines

• Keeping to deadlines

• Following instructions

• Developing systems and structures

formatting, mistitling or sending after deadlines.

the beginning of the end

now this is not the end. it is not even the beginning of the end. but it is, perhaps, the end of the beginning.

Churchill

make notes

08 06 15 introduction to year 3

Education

Transcript of 08 06 15 introduction to year 3