time to design – its christmas
Do you remember the first time you sat on an aeroplane and it was about to take off?
post-it
What do you want from the 3rd year of your course?
take control of your learning
advice...
feedback.......... There is a desire for shorter deadlines so that
you do more work.
Somehow the responsibility for the amount of work you do is somebody else’s. You could organise this in your learning agreements – set yourself short projects with precise deadlines – take control of your learning!
planning
organise your time
it really is about
time management
timetableactivity 1 2 3 4 5 6 7 8 9
Research
Testing
Sampling
Final pieces
Creating presentation
PresentationPecha Kucha
Trip
advice...
connections to time-manageYour interests –
art history, music, dance, writing, general history, geography/place, contemporary practice, science
Stuff to do –
Lists, aims and objectives
Projects –
Set by NUA
Set by you
Practical stuff –
Coming in, using workshops, equipment, printing, exhibitions..
Competitions –
Research –
Writing – reflection, report, promotion
Visits –
Placements, part of research
Opportunities yet to arise…………………………..
Life ‘other than your practice’ – travel, breaks
use a notebook
advice...
make notes
advice...
why
You will be gone soon.
4:00-May 23rd
348 days to go
weekends
250 days to go
holidays
120 days to go
Bank holidays
115 days to go
115
115
115
finish your research report
over the Christmas break
advice...
recognise the value of research and how it can support your practice.
advice...
make notes
advice...
record
use a reflective journal
blog
advice...
learn
Photoshop
and
Illustrator
advice...
the structure
of the course
the year (activity)
formulating your approach to your learning
within year 3
why what how
ask yourself questions
lots and continuously
what do you like doing?
why do you make work?
what’s it for?
what do you want from your work?
what do you get from your work?
what is your work about?
who is your audience?
where does the work go?
you and your work – BA7
• 15 weeks to make work.
you and your work
• The first 15 weeks of the year are about you developing what you want to.
• Up to 2 weeks after Christmas.
you and your work
•It is about you identifying, developing and following a research path in both your practical and textural work.
you and your work
•You will need to consider how to use your time effectively as you cannot get this time back.
you and your work
•Learning agreement
•Thinking about the future?
•How do you want to use your time?
•What do you want to learn?
thinking
• writing/reflection/projecting
• This is you working out what you propose to do and thinking about what to do next.
presentation
• Pecha Kucha
• This is you presenting what you propose to do and us helping you decide on what to do next.
presentation - reflection
• Pecha Kucha 20x20
Is a simple presentation format where you show 20 images, each for 20 seconds.
The images advance automatically and you talk along to the images – consider them as prompts.
reflection
• Preparation.
• We are very enthusiastic about this task and its relationship to learning within the course.
reflection• This has been conceived as a way of supporting
your presentation skills.• You will present your initial intention - after which it
is anticipated that you will go on to further develop your work and practice - this is so that you can now focus.
• You will be getting responses from your cohort and tutors - this is feedback
and
You need to consider it - this is reflection.
you and your work
•Supported by individual tutorials alongside developmental and skill based workshops.
you and your workIt is envisaged that this time will involve you in - •Research - Deciding on your path(s) of interests and supporting your thinking.•Context - looking around at the work of others and where work is seen - shops, galleries etc.•Experimenting - trying stuff out by using skills and techniques.•Testing - making stuff, including final piece(s)•Reflection - on what you have done and then presenting it to others.
you and your work
• It is expected that you will make a body of work for yourself - all of these activities - research, context, experimenting, testing, final completed pieces and reflection are your work.
NSSNational StudentSurvey
NSSHow you judge the course and the staff – are we doing our job?
NSS• Students have the option of responding: • Definitely agree• Mostly agree• Neither agree nor disagree• Mostly disagree• Definitely disagree• Not applicable
Strongly Agree
Agree Neither agree nor disagree
Disagree Strongly disagree
The member of staff explained things well 111111111
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The member of staff made the subject interesting 11111111111111111111
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1 1
The member of staff was enthusiastic about what they were teaching 111111111111111111111111111
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1
The unit was described clearly 1111 111111111111111111111111
11111111 11
I understand the key areas of study this unit will cover 111111111
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1
I understand what the course staff will be looking for at the assessment point
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The criteria to be used in marking has been made clear 1111111111
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111 111
With the information given in the session today I am able to write a learning agreement.
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11
I have received sufficient advice and support with my studies 111111111
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11111 1
Any changes in the session have been communicated effectively 1111111 NA11111111111111111111111111
1111
The session was well organised and run smoothly 11111111
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As a result of this briefing I am able to undertake the unit 11111111111111
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1
• Direct students to specific content in the presentation – slide numbers.
• Remind students that presentations are posted on moodle.
• Point students to appropriate areas of course documentation.
• Offer individual tutorial support.
• Instant feedback - within the day.• Students feel they are listened to.• Able to address the needs of the individual.• Specific issues - individual needs but also transparency for
the whole group. • Sharing information staff – students.
student – student. • Dissipating fear.• Different ways of presenting content to students with
differing levels of understanding.
feedback usually within 6 hours -
How do we go about this thing called design?
A model of good practice
research testing sampling designing finished pieces
note
what
5 words
what do you do?
note
why
why do you do what you do?
note
what
title
what are you?
note
how
tone - how do you go about doing what you do?
note
whatwhat interests you?art historymusicdancewritinggeneral historygeography/placecontemporary practicescience readingpopular culture
note
TO ROLLTO CREASETO FOLDTO STORETO BENDTO SHORTENTO TWISTTO TWINETO DAPPLETO CRUMPLETO SHAVETO TEARTO CHIPTO SPLITTO CUTTO SEVERTO DROPTO REMOVETO SIMPLIFYTO DIFFERTO DISARRANGETO SHAVETO OPENTO MIXTO SPLASHTO KNOTTO SPILLTO DROOP
TO FLOWTO SWIRLTO ROTATETO SMEARTO FLOODTO FIRETO IMPRESSTO INLAYTO LIFTTO CURVE TO SUPPORTTO HOOKTO SUSPENDTO SPREADTO HANGOF TENSIONOF GRAVITYOF ENTROPYOF NATUREOF GROUPINGOF LAYERINGOF FELTINGTO COLLECTTO GRASPTO TIGHTENTO BUNDLETO HEAPTO GATHER
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TO MODULATETO DISTRILLOF WAVESOF ELECTROMAGNETICOF INERTIAOF IONIZATIONOF POLARIZATIONOF REFRACTIONOF SIMULTANEITYOF TIDESOF REFLECTIONOF EQUILIBRIUMOF SYMMETRYOF FRICTIONTO STRETCHTO BOUNCETO ERASETO SPRAYTO SYSTEMATIZETO REFERTO FORCEOF MAPPINGOF LOCATIONOF CONTEXTOF TIMETO TALKOF PHOTOSYNTHESISOF CARBONIZATION
VERB LISTRICHARD SERRA67-68TO CONTINUE
contemporary practice
the work of others
what interests you?
materials
process
work
methodology
influences
your making - contextual framework
process/materials political
personal
critical/theoretical
historical geographical
institutional cultural
note
what
what are your core ideas?
note
why
consider the evidence
focus & briefs
• 15 weeks
• Developing what your work is, could or should be.
• Using your research and body of work to address 4 set briefs
note
what
what do you want to of achieved in 15 weeks?
this could form part of your learning agreement
focus
• Towards the end of the initial 15 week block we think it may be time to focus what it is that you do, what you are interested in, to hone skills and develop techniques and processes.
• It is expected that you will make a body of focused work for yourself.
• Becoming an expert.
briefs• 4 set briefs
• Project – Home
• Project – Body
• Project – Digital Collaboration
• Project – Space
• An opportunity to make to specific issues, solve problems, present and work in teams.
• You will be making your own work simultaneously.
Research report
• Consider your interests.
• What do you want to spent time researching?
• How might this relate to and support your practical work?
Mid Year Assessment Review
BA 8 briefing
gaps (non taught weeks)
final project
Final project
• BA8
• This is time to make work that will be your BA final project.
• 12 weeks
Final project
• BA8
• Learning agreement
• Thinking about the future?
• How do you want to use your time?
• What do you want to learn?
focus
• It really is time to use this12 week block to focus what it is that you do, what you are interested in, to hone skills and develop techniques and processes.
• It is expected that you will make a body of focused work for yourself.
• Become that expert.
presentation
• Pecha Kucha
• This is you presenting what you propose to do and help you decide on what to do next.
Mid Year Exhibition
• Exhibition – inside/outside building
Assessment point
degree show
degree show
• What is this for?
• Presenting yourself
• Becoming public
• Becoming professional
• What next?
New designers
• Opportunity
• Visibility
• Timing
http://lucykenttextiles.tumblr.com/
http://jessicajanetextiles.blogspot.co.uk/
note
what
what does success look like?
how
how do you achieve success?
note
what next
how do you want to live your life?
what
focus on the issues you wish to pursue
identify your learning needs
what
define the scope and nature of the study
identify access and resource issues
note
what
what do you want to achieve?
what are you going to do about it?
how
how are you going to achieve what you want to learn?
practical
timetable
what can you actually do in the time you are willing to give to your learning – be honest
practical
budget
how much are you actually willing to spend over the year?
note
practical
ability
do you need to learn new skills to achieve?
write them down.
timetable
activity 1 2 3 4 5 6 7 8 9
Research
Testing
Sampling
Final pieces
Creating presentation
PresentationPecha Kucha
Trip
plan of the year
may june july aug sep oct nov dec jan feb mar apr may
activity
deadlines
Pecha Kucha Images
narrative
Word doc -97 – 2003 - Name Degree Show Proposal
deadlines
• Keeping to deadlines
• Following instructions
• Developing systems and structures
formatting, mistitling or sending after deadlines.
the beginning of the end
now this is not the end. it is not even the beginning of the end. but it is, perhaps, the end of the beginning.
Churchill
make notes
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