Meet Anne Robinson Printmaking/Photoshop/Introduction in Digital Media Workshop 4 on the first floor of the Grove Building Room G123B. Please bring with your images/drawings/prints to work from.

Formative Assessment and Feedback take the form of the ‘end of term review’ via the presentation of your portfolio and supporting materials discussion with your tutor and a second member of the year one teaching team

PLEASE NOTE: You will be notified by email with the exact time of your presentation slot. A formative assessment is designed to give you detailed feedback on your performance and to explain how your work can be improved clearly. The feedback should help you clarify things you did not understand and suggest ways forward. Two members of the academic staff will review your work.

Your End of Term Review will consist of three elements:  a verbal presentation/portfolio and your Fine Art Practice for FNA1103
This is the total of the Formative Assessment. It is basically talking about your development with your tutor and another member of the team. The process takes 30 minutes.

PLEASE NOTE: You will be notified by email with the exact time of your presentation slot. A formative assessment is designed to give you detailed feedback on your performance and to explain how your work can be improved clearly. The feedback should help you clarify things you did not understand and suggest ways forward. Two members of the academic staff will review your work.

PLEASE NOTE: You will be notified by email with the exact time of your presentation slot. A formative assessment is designed to give you detailed feedback on your performance and to explain how your work can be improved clearly. The feedback should help you clarify things you did not understand and suggest ways forward. Two members of the academic staff will review your work.

 

Week Thirteen: 12 January:
TUTORIALS in G304 with your Tutors

Week Fourteen: 17 January:
PRINT/PAINT
With Kathleen visit to the National Gallery, 

London, looking at Painting.

Week Fifteen: 26 January:
PRINT/PAINT continued with Kathleen.

Collaborative Painting. 

 

Week Sixteen: 2 February
DIGITAL PHOTOGRAPHY
With Anne and Keith. Narrative

Week Seventeen: 9th February:
DIGITAL PHOTOGRAPHY

Anne and Keith

Week Eighteen: 14 February:
FILM AND PERFORMANCE
Anne and Nic

Week Nineteen: 23 February:
FILM AND PERFORMANCE
Anne and Nic

Week Twenty: 2 March:
TUTORIALS in G304 with your Tutors

Week Twenty-One: 9 March:
Remove all work from the ATRIUM Exhibition

Week Twenty-Two: 16 March:

GROUP TUTORIALS STUDIO 

with Luke

Week Twenty-Three: 23 March: 
TUTORIALS in G304 with your Tutors

Week Twenty-Four: 30 March: 
GROUP TUTORIALS STUDIO 

with Luke

 

SPRING VACATION 3 APRIL -15 APRIL 18 APRIL 

SET UP EXHIBITION IN G304 

19-20 APRIL ASSESSMENT 

PRIVATE VIEW 20 APRIL 4-6PM
22 APRIL CLEAR STUDIO G304 

FOR SECOND YEAR STUDENTS 

 

 

 

 

DRAWING, TALKING AND WALKING
Following up on your working themes while drawing.

Week Two: 6th October:
RECYCLE/MATERIAL/SOUND
Working together in the studio to reuse, remake 

and reform diverse materials and make a noise!

Week Three: 13th October:
TUTORIALS WITH YOUR TUTOR

Week Four: 20th October:
FIELD TRIP DIGITAL PHOTOGRAPHY

Week Five: 27th October:
PHOTOSHOP DIGITAL PHOTOGRAPHY

Week Six: 3rd November:
REFLECTIONS WEEK: CRITS AND TUTORIALS

Week Seven: 10th November:
 ARTISTS' MOVING IMAGE

Week Eight: 15th November:
TUTORIALS WITH YOUR TUTOR

Week Nine: 22nd November:
PRINT/PAINT in studio

Week Ten: 29th November:
PAINT/PRINT/DIGITAL IMAGES 

FROM YOUR PRINTMAKING

Week Eleven: 6th December: 
Mid-year Reviews/Formative Assessment

Digital Photography Feild Trip Meet at Canary Wharf Underground Station 10.30

Address

Being able to make informed choices and taking responsibility for your own learning activities are two facets of learning independently. Two other important elements, vital for the success of learning independently, are motivation and feeling confident enough to take decisions and act on them. You also need to appreciate the value of reflecting on your learning and deciding whether it has been effective or whether you need to try another approach.

At school, what you learn is largely decided by your teachers, who are in turn constrained by curricula. However, even at school, you may have been aware of having weaknesses in some areas and decided to devote extra time and energy to making improvements. On the other hand, there may have been certain subjects which were your strengths and which you particularly enjoyed. As a result, you may have chosen to do "extra" work in these subjects. You were learning independently, deciding what to do, how to do it, and whether it was worthwhile.

Can you remember an occasion when you chose to do "extra" when at school, at work, or in life? It may not have been an academic activity but in the realm of sport or music, for example. What motivated you and what was the outcome of your independent work?

Does independent learning mean working on your own?
No, independent learning does not mean working on your own. You may well find that you share a problem with another student on your course or even in another discipline. Working with someone else, encouraging each other, and talking through difficulties may be the most effective way of working independently. If you have a problem, explaining it to someone else can help to clarify issues for you. Explaining a concept to someone without shared background knowledge is a very good way of making sure you understand the full implications of the concept.

How can independent learning help you?
Being able to work independently is a skill highly valued by employers so it may ultimately help you in securing a job. In the short term, it may help you to feel more "in control" of what you are doing. Some elements of independent learning are: setting your own goals and deadlines; organizing yourself, your work, and your time; evaluating your use of time and your work. These can have immediate benefits in enabling you to become more efficient and effective.
Weaknesses in any of the skills given in the activity below will mean that you are not working as effectively as you might. Devoting some time to improving study skills will be helpful. It may be better for you to work on these skills with someone else, rather than on your own.

From the skills listed below, decide whether there are any you need to improve.
Organizing yourself and your time
Note-taking
Gathering and using information
Reading
Listening
Writing
Speaking
Remembering
Working with others

The areas where you need or want to work independently may, on the other hand, relate directly to your particular subject(s) of study. Here, any independent work will increase your confidence and may help you, both immediately and when it comes to exams or other assessments.

Have you, for example, considered reading around a topic before a lecture is given on it? This type of independent preparation can help you to gain much more from the lecture itself because you are in tune with the subject matter and can think more critically about what is being presented.

How to set about learning independently
Analyze your strengths, weakness, and special interests
For example, if you are studying a language, is your weak area broadly grammar, vocabulary, writing, speaking, listening, or reading? If you decide that grammar is the problem area you'll then need to break this down further to decide what aspects cause problems - for example past tenses of verbs or word order in a sentence.

Work out your priorities
Once you've decided what your specific problems/interests are, you can draw up a list:

Which needs to be addressed urgently?
Is there a natural, logical order in which to tackle them?
Whatever your subject, don't be afraid to return to the basics if necessary. It may give you more confidence, in the long run, to ensure you have a firm understanding of basic concepts and techniques.

Reference: University of Hull. Study Skills.

Rembrandt Harmenszoon van Rijn was born in Leiden in the Netherlands in 1606. His father was a miller, comfortably off and able to send Rembrandt to the town's Latin School. At the age of 14, Rembrandt began studying at the famous University of Leiden (unusual for a miller's son), but academic life did not suit him. After a few months he left to begin an apprenticeship as a painter.

The participatory element of socially engaged practice, is key, with the artworks created often holding equal or less importance to the collaborative act of creating them. As Tom Finkelpearl outlines in his book What We Made: Conversations on Art and Social Cooperation, social practice is ‘art that’s socially engaged, where the social interaction is at some level the art.’