Exploring the role of demonstration in practice-based courses.
Boyes, Alma, Cousens, Cynthis and Stuart, Helen (2007) Exploring the role of demonstration in practice-based courses. In: Centre for Learning and Teaching Research Conference: Underpinning learning, teaching and assessment with pedagogic research, 19 October 2007, Brighton, UK. (Unpublished)Full text not available from this repository.
This pedagogic research explores teaching and learning through demonstration, observation and emulation and how this is used as part of the creative process. A demonstration is where a student is physically shown how to do a process, technique or use a piece of equipment. How do we teach through demonstrations and what parallels can be drawn for learning in other disciplines? How effective is live demonstration and what is its relevance? The research aims to inform the most effective way to deliver demonstration on practice-based courses in Higher Education. This project is a part of current research being undertaken within the Centre for Excellence in Teaching and Learning through Design at the University of Brighton, which relates to the theme of practice-based learning and object scholarship. The research undertaken has primarily been through case studies from the craft based programme Materials Practice in Metal and Ceramics and also from other practice based disciplines such as Pharmacology, Dance, Culinary Arts and Physiotherapy. We have observed and recorded demonstrations, collecting data by interview, work samples and questionnaires. Analysis has taken place through group discussions with the student voice central to the process at all levels. The three main findings to be explored at the conference are: 1. Communication and delivery 2. Role of live performance 3. Student involvement and interaction This is work in progress, part of a bigger project “Exploring the relationship between teaching and learning through practice”.
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