Category Archives: Unit Three: Action Research Project

I have enjoyed the ARP overall and am grateful to have been part of it. I have felt mega pushed for time which has been a shame as there has been so much interesting material that has been on offer … Continue reading →

Adams, Tony E., Carolyn Ellis, and Stacy Holman Jones. ‘Autoethnography’. In The International Encyclopedia of Communication Research Methods, edited by Jörg Matthes, Christine S. Davis, and Robert F. Potter, 1st ed., 1–11. Wiley, 2017. https://doi.org/10.1002/9781118901731.iecrm0011.  Ahmed, Sara. Living a Feminist … Continue reading →

The following is a list of my finding from ARP project broken down into the intervention categories, experimental drawings and NVC communication Experimental drawing project findings: The experimental drawings have enabled students to feel more comfortable with their work being … Continue reading →

Why NVC? I believe that person-centred approach could help facilitate positive and connected relationships with students. Non-violent communication (NVC) was chosen because of its potential to enhance my own empathy, interpersonal communication skills, as well as create the conditions for … Continue reading →

The below contains my 2 Likert scale responses from my students. One of the Likert Scales is in relation to intervention one: the experimental drawings. The second Likert Scale is in response to the second intervention: the NVC communication techniques … Continue reading →

In Non-Hierarchical Learning James Bury puts forward how teachers can relate to students as collaborators allowing for “cumulative development” 1 where a task can be more easily accomplished working together rather than by an individual. Visual representations of traditional education, … Continue reading →

One of the key questions I have had during the ARP is to what extent is technical instruction useful to student development in drawing and painting? Or can students gain technical accuracy by experimenting and looking instead of technical instruction?​ … Continue reading →

I have been reading Parker Palmer’s The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life (Jossey-Bass, 2007). In the opening chapter Palmer discusses the complexities of being a teacher and how rewarding the role can be as well … Continue reading →

This text considers some of the challenges encountered then teaching online, in particular the feeling of disembodiment and the shared sensory challenges for students and for teachers that this format entails. I run online courses for students so this is … Continue reading →