Really interesting to see what othere people made .
Good way of getting students to listen to each other. 

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.

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.

 

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.

>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 -

 

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