| What is your project focus? An enquiry into different methods of teaching drawing and painting, and the hierarchies associated with them. I want to find out if an embodied way of teaching and learning is a way to navigate certain hierarchical structures of teaching and learning or if it relies too much on tacit learning? How does teaching technical skills or teaching to look play or not play not into pedagogical hierarchies? I am interested in this for my own pedagogical identity and how I can help students find their voices and connect with their work. Research methods will be to read around autoethnography, embodied making, interviews with students on how they find different tasks e.g. learning underpainting versus being asked to look and draw/paint what they see. |
| What are you going to read about? Teaching to Transgress by bell hooks Material Kinship Autoethnography Foundations of embodied learning: a paradigm for education / Mitchell J. Nathan. Embodied performativity in Southeast Asia: multidisciplinary corporealities / edited by Stephanie Burridge. Embodied: the psychology of physical sensation / Christopher Eccleston Creative expression and wellbeing in higher education: making and movement as mindful moments of self-care / edited by Narelle Lemon Embodied inquiry / Jennifer Leigh and Nicole Brown Embodying identities: culture, differences and social theory / Victor Jeleniewski Seidler. |
| What action are you going to take in your teaching practice? My teaching is limited to one-to-one sessions with students, I think I will either test out some of these teaching methods with these students or create some sort of provisional workshop based around embodied making. |
| Who will be involved and how? Currently undecided if I am going to work with my students or write a provisional workshop and propose to some of my fellow teachers on the PGCERT… N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor. |
| What are the health & safety concerns, and how will you prepare for them? I do not believe there to be any, though I think when testing students learning pre-conceptions, it is important to be aware of when they are feeling out of their comfort zones. In the same way, I think asking students to try ways of learning that are new to them, for example, embodied learning by looking rather than relying on technical instruction, can be challenging, and I will make sure to check in with how students are finding this. |
| How will you protect the data of those involved? I will collect only necessary and consented data; I will delete the data at the earliest opportunity. I will keep any physical data locked in a drawer with a key and will do the digital equivalent with data stored online by using folders that have a protected password. |
| How will you work with your participants in an ethical way? If I choose to work with my students at Sunny Arts, I will inform them first and check if they are happy to be included and ask if there are any steps they would like to be taken to protect their identities. |
Hindsight Analysis
I think the timing of the Ethics Plan came too soon for me and I received a pretty low grade for it. I think that slightly disengaged me from the ARP for a time but also made it clear to me that I needed to have something less philosophical and more research based.
The reading list which I submitted is very different to the reading list that I ended up with. In addition to this, the research methods got a lot clearer as the project went on and as my ideas and aims were clarified by the process of the two interventions I developed.
If I had more time to focus on it then it would have been clearer and also more useful to me.