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To introduce students to the idea of problem solving when developing a design idea.

The preamble and slides weren't needed, editing this right down would have allowed a lot more time for the teamwork aspect which was a lot of fun. The activity itself was really interesting - it was fun to discuss possibilities and showed how teamwork and idea building can be really useful. A bit more time allowing for structure at this stage would have been great.

Some nice ideas and well-structured but a shame we didn't have time to complete.
Really liked working in groups.
Maybe the theoretical stuff should have followed the design.
There was a lot to take in .
Perhaps showing rather than telling
The powerpoint was hard to follow over/alongside the talk - i wasn't sure which to focus on.

Fun brainstorming task to collectively explore,  gather and develop ideas - a good exercise for being free and open. The task didn’t  feel connected to the powerpoint

It was enjoyable and working in groups was a good way to generate ideas quickly (perhaps more realistic too) rather than making individual notes, which is where I thought it might go and which I don’t think would have been achievable in the 10 minutes.

Accessible – the explanation, although ultimately a little too long in the context of the very strict 10 mins – was a really good way to make it understandable to the audience.

The ideas were contextualised, which made it feel less daunting (similar to Alastair); for example, the Einstein quote or the Hoover/Dyson example. Also, the why, the how and the what was really helpful, especially in a short exercise. Otherwise we would have drifted.

The SCAMPER could have been something that happened afterwards as a further development/learning opportunity.

It was interesting to learn about Frances role within the university & I picked up great info in my notes from this ie:
Student businesses can fail if audiences are not considered -
"Looking for a gap in the market & a market in the gap" -
Substitute / Combine / Adapt / Minify, Magnify, Modify / Put to other uses / Eliminate / Reuse, Reverse - SCAMPER.
Ask "Why / What / Who" -
Time went really quickly - there was a lot of good information & I actually wanted more. If anything though, within the time frame given, it was a bit of a struggle to absorb everything of value that was said. The presentation itself contained some good examples & throughout Frances spoke to the class, not the wall. Overall her approach was friendly & informative - it was surprising what responses came from the group within the limited time & a big subject. Group working was a productive way to brainstorm very quickly - a brilliant reminder, thank you.

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LO:
To get students to think about technologies of vision / construction of images, esp. photographic image
Get them to think about the selfie in relationship to critical analysis of photographic image

I like the linking the traditional with contemporary. Providing students with historical context using the Polaroid camera and showing the technology of the camera 45 years ago. To physically show the students of time and value by having them take selfie’s with their phone and share immediately then to compare and contrast with the Polaroid. Very good!

The comment above hits the nail on the head - it was a clever choice of object & Rosa's narrative around it encouraged us to think around the wider subject of image making in many different ways. The approach was friendly & relaxed but great subject knowledge & passion were still evident from the tutor. There was a brilliant short film about this camera that was part of the recent Wim Wenders exhibition at the Photographers Gallery - the camera was a key part of his film "Alice in the Cities" & there's an interesting back story that he explains. A key phrase I wrote down was from this presentation was: "Know your students" - & I think it was clear Rosa had thought about this by relating current trends in digital photography / social media with it's analogue predecessors. Thanks Rosa - I enjoyed this session.

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LO: Generate narrative ideas suggested by the object
Consider how they might fit with an expected narrative?

I like the story telling approach to this and the importance of imagination.  There is no right or wrong.

Used the mannequin object to facilitate discussion by eliciting points. The mannequin head used to think of a narrative. Where the mannequin is from and its present condition and compare to how it may have been used. This was great for encouraging creative thinking as well as improvisation for theatre/drama. Good opening for discussion points!

I really liked Glen's approach to this exercise - less definitely felt more (& I don't mean that in a disrespectful way!). The task itself found the balance perfectly between something that was essentially simple & complex - it also felt very inclusive; the tutor was very much part of the cohort, not separate to it. The object Glen bought in was an intriguing choice & it sparked a myriad of comments from the group - everyone seemed very engaged in the exercise & the emphasis felt very much on the student response, rather than the tutor's opinion (which again I really liked). A phrase I wrote down was "Eliciting the narrative: you're asking questions, rather than directing what people notice". I learnt a lot from this presentation - thank you Glen.

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LO:  introduce sectional scale model making as a tool for design development and communication LO: identify materials used in a sectional scale model
LO: analyse how scale models can communicate scale and use
LO: speculate on/about what scale models represent
Really good transitions.
Stress free handling of difficult information
LO achieved I think
Good use of time
Nice to see what this might lead to

Good clear objectives, well staggered, to scaffold the process of learning.

Interactive allowing students to engage with the object and to think about how the model was made.

Good interaction and involvement  between the teacher and student to discuss through QnA.

Good introduction to the use of scale models - putting it in context with the images of the Sainsbury's Centre for the Visual Arts was especially useful for someone with no knowledge of architecture.
Being able to physically examine the model was a good technique to make us aware of how it is made, and in turn, how the construction of the actual building itself might have been approached.

Good

Initially frightening, but the clear systematic way each exercise added an understanding of deeper analysis of the product helped demystify the process for me. Narrative and practical exploration worked in tandem.

Very clear and informative, covered basics for beginners

Delivery was relaxed & informative - quiet knowledge & obvious passion for the subject were evident. The presentation ran at a good pace & there was a well staged approach to a specialist subject, that guided the lay person in. The was tactile engagement with objects & this was a great lead to observation & learning - the additional power point presentation helped & was informative, but Stuart could also carried the exercise without it. Really well done - very inclusive & it felt like everyone could comment.

Liked the personal intro, worked through tasks at a good pace. Allowed us to build on each others knowledge – collaborative knowledge building.

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LO:
-To identify ways in which we might pull together points of reference..
-To consider how we might open up and inter-connect ideas and areas of interest around a work.
-To reflect on some of the ways in which a work might generate 'meaning'.
Really nic

It is a good way to get undergraduate students to closely engage with an object and analyse it in relationship to a variety of factors (its materiality, formal qualities, etc.) as well as think about the different ways that the object engenders specific themes/narratives. It is an exercise that encourages close analysis and reveals the variety of perspectives/interpretations that one single object can produce.

really enjoyed the doing and making aspect - it enabled you time to think about the conceptual nature of the task and could prevent students feeling panicked about having to put forward thoughts. There was a good balance between demands for more forward students, with prompts for students who may need something to get started. Sharing the work at the end was a nice intro to a next stage.

The interaction at the end – although curtailed – was really valuable as a way of tying into the theme of ‘collective’ that Stella identified.

It was nice that the object came from Stella’s studio, forging a connection between student and tutor (as a practitioner).

There was some nice language in the session: ‘unpack’ and ‘collective’ for example.

The use of the prompts and tips during the drawing exercise were helpful, keeping it flexible and my drawing moving, stopping me from getting precious.

Clear delivery. Allowing students to look and though the object. Really like the gathering where students can see and share their thought to open a dialogue and conversation.

No sense of right or wrong in what Stella said – which is very inclusive

Really engaging and simple philosophy. Loved the embracing the senses rather than a one dimensional approach. Practical, fun, philosophical !

Enjoyable and open-ended session. seemingly inanimate object took on all sorts of other connotations following the exercise and instructions

Stella explained that she didn"t do workshops often, but it didn't feel like that at all. Her intro was good & we immediately were "doing" which helped to draw us all straight into the subject. The approach was very open ended, which felt totally appropriate & encouraged free thinking. Stella constantly reinforced that there wasn't a specific way to respond to any of the tasks set - there was good guidance throughout the exercise, manifest as gentle encouragement. it struck me that this was a great example of how to teach the unteachable; fine art being a very personal approach & expression. Loved the choice of object & there was good immediate engagement with it; there weren't too many tasks within the time frame & there was subtle guidance / suggestions as we worked - it was a bonus to share drawings at the end too. Thanks Stella

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LO:

Introduce conceptual art/design by exploring an ordinary object and creating instructions/rules/algorithms.

Really interesting to see what othere people made .
Good way of getting students to listen to each other.
Also excellent way of encouraging clarity of expression and dialogue.
The real object combined textures with abstract thought processes.

Starting with the Sol Lewitt example was good – immediately contextualised the exercise and gave some indication of what we might do (i.e. inclusive)

Passing it on to someone else was interesting and made the specific exercise a micro example of the main exercise.

It was quite easy to get started. It didn’t feel that this was going to be too precious because of the time constraint, possibly.

Initially frightening, but the clear systematic way each exercise added an understanding of deeper analysis of the product helped demystify the process for me. Narrative and practical exploration worked in tandem.

The Sol Lewitt example at the start was a good introduction to conceptual design. The instructions given to create something were interpreted in different ways by different people & the exercise was also collaborative. This was a good way to see other peoples process & then engage with that yourself. "Looking through others eyes" is a phrase I wrote down. The use of simple, everyday materials in another context worked well - it asked us to look at the potential within the objects. The act of giving / receiving instruction was also an interesting twist in the exercise. Another excellent introduction to an ambiguous subject - again with no predefined solution set. It would have been good to have more time to interpret the instructions we were given by someone else - the group seemed keen to continue the task set!

This was a good and interesting exercise and, as previous comments have highlighted, to contextualise it in terms of Sol Lewitt's work worked well. Given more time, other interesting aspects of conceptual art could have been discussed, so this could be an interesting exercise to perform in class, it can help students think in less precious terms about their own work.

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LO:

>TO think about how identity is represented in society.
>To consider process and practice to issues that are relative.
>to reflect and  create a response to dialogue.

Another good exercise with the focus being 'participation', and going straight into the activity, which is positive and works well in such a
short time.

The poem is good as a reference for thinking beyond the session rather than getting it at the beginning and then dictating how we thought/acted.

You had good authority in terms of keeping us working within the time constraint; an essential skill when working with any level (be it children or unruly PGCert students!)

Sharon is good at conveying her passion for a subject & this exercise dealt with how identity is represented in society - it was obvious that a lot of preparation had gone into the presentation. If I made one suggestion it would have been to strip the presentation & exercise down further - because it felt like Sharon was a bit frustrated by the time constraints; perhaps there was just a little too much content ?  It was good to participate in creating something & Sharon kept us all on schedule to complete in a way that was both firm & friendly -

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LO: Engage with & analyse an object - respond to the informal tasks set.

Really engaging and fun book. I liked the idea where students huddle to experience the pages of the book. Extremely useful exercise for all students and particularly with Graphic Design students to understand typographic layout and styling. Good subject knowledge with relevant context and historical referencing.

Bringing an object that is about you breaks down the barrier between teacher and student, which I find really helpful and a good way to get me to engage quickly.

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LO Identity reasons for choosing books for research. Note ways of finding and recording what is and is not necessary / useful information.

Enable students to be comfortable to confidently make a choice and decisions. Really good way to have students engage with the book by bring the books to the studio/classroom supports the student with their practice also as tools for research and study. Discussion thoughts and ideas about the book with peers is also important factor for learning and language development. A thoroughly engaging exercise.

I think Claire said that she's not used to tutoring a group workshop in this way, as part of her regular teaching duties - but I think she has a natural ability for it. You could clearly feel that this is someone who loves her subject & wanted to share thoughts about it. Claire took a very physical approach, by bringing many items to look at & that bought the session instantly to life - everyone naturally wanted to interact with & look at the books present. The tutor approach was humorous & light hearted, but still directed & focused - the only thing I found was that I misinterpreted what was being asked of me, but I still enjoyed participating.

Claire's idea of bringing the books into the classroom to get students to engage with the physical objects themselves and learn how to engage with research was interesting and I think very helpful for students. Going through every bit of relevant information contained in a book from the perspective of the researcher is a good way to get students to feel more at ease in research.

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LO:
- develop students’ personal interests relating to fashion and sustainability.
- identify product impacts on human + nature
- reflecting on sustainability issues during learning
Good questions
Getting to know about yourself and others
Good to start with the personal - something right there ...then to consider its relation and/or impact more widely - globally, across time, space..

Encourages a sense of responsibility; to consider such questions in future decisions.

Makes a broad subject relevant to the individual.

Was the powerpoint necessary?
Really liked the questions
Getting to know about each other

To begin with the premise was quite a simple a linear process but what was interesting in the team discussions was how individuals looked at themselves and a realisation that a simple act such as buying a piece of clothing can have wider impact and repercussions. great for students to understand the importance of making informed decisions.

effective in making me consider clothing in a new way. unfortunately we ran out of time

Gabrielle gave us a clear message that she values sustainability & this set the territory quickly - it was followed by a brilliantly simple exercise which was personalised by using each individuals clothing - it put us & our garments in context & asked us to notice the part we play in the process of manufacture - the wider effect of our decisions as consumers. Even though Gabrielle's work is primarily focused within fashion, her exercise felt of value to all creative students - this was a really effective group exercise & responsibility was articulated - the "close up" was used to illustrate the "bigger picture" & it had an intimacy for each participant because we were referencing personal items. Print outs of the questions / considerations might have worked well too, because there were quite a few valuable points to digest.