up-to-date plan or task list here. This could be in a simple list, or as a link to a Gantt chart or other timeline.
- Ethics form – Done
- Draft activity plan/brief – Done
- Run pilot with student – Done
- Capture outputs – Screengrabs/Done
- Get feedback – Done (Tim, Mel, George, David)
- Refine activity – Done (Minimise to Level 5)
- Draft in sharing across students / student groups – Future
- Draft in sharing across tutors – Done during Feedback / Awaiting response
- Capture outputs
- Reflect on session
- Collate feedback
- Plan next steps
- Presentation slides
Action Plan Aim
The initial aim of my PgC Intervention was to effect in a small way the diversity of references our students use for their written projects. This led to my adaptation of the CSM Find 40 (materials and methods) activity used during the Summer School to effect research very quickly, into the West Dean Find 30 activity, which focused on diversity of reference material (artists and articles) and raising awareness of the viewpoint of student perspectives – having them see and recognise what their perspectives are missing.
Secondary aim: Initially the project was purely for the West Dean students, then I realised as it developed that the collected material has potential to be a research library for tutors as well as students, which can grow exponentially with each year. This idea evolved from a PgC session when a white Irish/English female colleague remarked on not being able to find diverse references for their own teaching and I suggested not being afraid to write basic searches in Google like Māori Textile Artist. The colleague remarked on the discomfort of appearing racist doing this, which reflected the concerns raised in Di Angelo’s White Fragility around white discomfort perpetuating the dominance of white references.
Reflection
After introducing the Activity and watching the references grow I am reflecting on the methods I used, with 3 questions in mind.
1. What can be done to refine it in the future?
2. Is transforming it into a teaching resource to support tutor presentations and student research positively worthwhile and actionable?
3. How ?- what platform/method/form can the resource library take?
Draft Action Plan Considerations:
What am I researching through the research activity?
Have the students share with each other to make comments or contributions
Encourage other tutors to comment and add resources
Notice the noise gathered by the information rather than isolating which noise to listen to, then notice which noise you’re deciding is relevant.
Making visible the human element.Include on the timeline
– Schedule within the intervention for the students to engage with each others padlets and make comments or add resources.
– Schedule for other tutors to engage with each students padlets and make comments and add resources
Draft Methods for exploring
– Focus groups (6-10 people) across different year levels on Fine Art and Craft disciplines.
– Activity Brief
– Padlet
– Categories as a form of attention gathering ranging from Western / Non-Western / Everyday / Political
– Gathering
– Note taking / reflective writing
Draft Methods for evaluating What are methodologies to evaluate qualitative data?
– Observing
– Quantitative potential
– Impact / use in their work
– Use in my future teaching
Draft Activity Brief
Example Padlet for Find 30
https://padlet.com/michelleussher/find-30-kt6fcys8u1nfvf0m
Find 30 asks students to use different research platforms such as, an online journal and a book to find an image related to each of the following:
- 5 x Western European Historical artwork (Pre 1950)
- 5 x Non-Western European Historical artwork (Not White)
- 5 x Contemporary artwork (Must be living)
- 5 x Cultural Context (Social / Everyday)
- 5 x Political Context (Law, Equality, Freedom)
- 5 x Materials and Methods