Kirsten Hardie: On Trial Project

Sunday, 5 October 2014

An article on the On Trial project was included in the 2009 book edited by Steven Heller and Lita Talarico - Design School Confidential: Extraordinary Class Projects From the International Design Schools, Colleges, and Institutes (Rockport Publishers)

http://www.amazon.com/Design-School-Lita-Talarico/dp/1592537596

Feedback from students helped develop the paper that was published -and thanks go to all students for their generous help with this.

Tuesday, 10 April 2012

teamwork at AUCB 2012 BA(Hons) Graphic Design

2012 Arts University College at Bournemouth - great first year BA(Hons) Graphic Design students

Student comment

‘I found the mind set of thinking, formulating questions, listening, questioning, case-building all at the same time a delicate art that takes a great deal of concentration. Consequently it was a great intellectual exercise and draining in a satisfying way ’ Keir Cooper (2006), Level One student (Defence).

Role of staff and students

Within the practicum that is HE art, design and media the teacher can be identified as the coach (Schön,1987:37 and Dewey,1974 :364); where the relationship of staff and student is ‘reciprocal reflection-in-action’. Learners and their coaches fuse their experiences to advance learning that is active. Thus I aim to shed the cloak that identifies me as teacher in preference for my role as facilitator, coach and a partner in learning.

AUCB 2012 - students role play session

2012 Courtcase

This year's event saw students focusing upon the issue of copyright in contemporary graphic design. Students debated whether it is ever acceptable to 'quote' another's work in graphic design practice. The very laws of copyright were considered - and notions of plagiarism, parody and pastiche were played out in a lively arena. The students took to their roles with apparent intent to ensure the best event possible within an afternoon's session within their design studio environment.
The exquisite presentations by both the defence and prosecution were matched by dynamic judges who controlled their court with panache and professionalism.
Thanks go to all students accordingly for a significant debate and a good amount of fun.

Hello

This blog relates to my National Teaching Fellowship work that explores the use of role play in student centred learning.

I've borrowed the court room scenario from Law education's mock trial and moot activity and blended it with the approach evidenced in the popular media through so many films and television programmes. The outcome is the event of the trial where students test ideas, debate, examine and interrogate issues and examples relating to their Graphic Design specialism.
The students take various roles and wear the garb of the courtroom - wigs and gowns elevate the activity to a dramatic yet fun level.

Consideration of On Trial via articles

I've produced a number of papers that explore the concepts of student-centred, experiential, problem-based and enquiry based learning through the critical consideration of ‘On Trial’ – the specific case study example of a particularly successful approach to learning that celebrates what Finkel (2000) calls ‘teaching with your mouth shut’.

The discussions explore how the format, language and dynamics of the courtroom drama are used as the context and vehicle to secure deep learning through dynamic role play where the tutor (as coach) is the silent witness.

The articles consider how this learning experience harnesses popular culture to help students engage with tough academic issues and wider ethical concerns relevant to their specialist discipline. The articles explore the challenges and nuances of such learning and considers the reasons for its success and popularity with both learners and fellow teachers.

This blog relates to the ongoing research of a UK National Teaching Fellow. It is offered to generate discussion and to share ideas with colleagues across the sector and beyond.

Use across disciplines

I acknowledge that the approach and nature of this learning experience draws upon, and pays homage to, a variety of established cross-discipline activities and embraces a range of theoretical approaches in its construction. The activity deliberately and unashamedly fuses academic and popular culture contexts and experiences to create deep learning that is meaningful, challenging and fun for the learners and teachers. The learning and teaching approach is illustrated through a specific art and design focus however its potential for wider cross discipline dissemination, adoption and adaptation is recognised.

opportunities and difference

To make learning relevant, and to connect with student groups whose profile (ages, culture, experiences etc.), range of multiple intelligences and learning styles can be amazingly diverse, attempts are pursued to find a common ground and common language to generate discussion and anchor understanding. This can be located through students’ experience of the media and notably their consumption of popular film and television. Their sophisticated visual literacy and their familiarity with, and understanding of, the intricate structures and communication methods of certain programme genres can actually be used to enhance learning. Teaching can harnesses and weave students’ wider interests and experiences; a populist approach that proves to be particularly effective especially when employed to illustrate and enrich learning that embraces complex theoretical issues that students initially may not wish to, or indeed feel confident to engage with.

Kirsten Hardie: On Trial Project

Sunday, 5 October 2014

Tuesday, 10 April 2012

teamwork at AUCB 2012 BA(Hons) Graphic Design

2012 Arts University College at Bournemouth - great first year BA(Hons) Graphic Design students

Student comment

Role of staff and students

AUCB 2012 - students role play session

2012 Courtcase

On Trial logo designed by Jonathan Cleave

Followers

Brighton clock

Blog Archive

opportunities and difference

2012 attention in courtroom