Kimberlé Crenshaw’s theory of intersectionality offers a potent framework to examine how faith intersects with other aspects of identity, such as race, gender, and socioeconomic status. I am interested in unveiling complexities through which visible and invisible faith unfold and interplay, through which I will start by exploring through the lens of my personal experience […]
PgCert in Art Design and Communication UAL
Author: Rebecca Harper
Disability Across the Identity Spectrum In a quest to comprehend some varied rich and intricate tapestry’s of human experience I delve into the intersection of disability with considerations of gender, race and other identity dimensions, drawing insights from Interviews and short films featuring individuals who identify as disabled through their personal narratives and artistic expressions. […]
‘The Advantages and Disadvantages of Assessing learning and exchanging feedback in a Fine Art Context’. Contextual Background In my role as a tutor within the Foundation Painting specialism at Camberwell, I encounter diverse student needs and learning preferences. This environment comprises students from various cultural backgrounds, skill level, artist aspirations, language proficiencies, prior educational experiences, […]
How do I plan to support students at risk of Failing or that we do not know will get through? Contextual Background: As a Tutor at Camberwell within the Fine Art Foundation Painting Specialism, planning for effective learning is key. Through mostly one-to-one tutorial feedback and assessments over weekly contact time I am often playing […]
Navigating Cultural Sensitivity: Meeting the Diverse needs of Learners in Fine Art. Contextual Background Within Camberwell’s Foundation Fine Art Painting specialism, understanding and responding to the diverse needs of students is imperative. The student body comprises a significant number of overseas students with varying cultural backgrounds, learning styles, artistic practices, and aesthetic preferences. Recognising and […]
Session/artefact to be observed/reviewed: Part 3 Tutorial 23/24 Developing Specialist Practice on Foundation Diploma in Art and Design. Size of student group: 1:1 x2 Observer: Tim Stephens Observee: Rebecca Harper Part OneObservee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the […]
Session/artefact to be observed/ reviewed: The Part Two – (UNIT 2) Assessment Feedback 23/24 Developing Specialist Practice on Foundation Diploma in Art and Design. Size of student group: 1 in a 1:2:1 Observer: Anna Reading Observee: Rebecca Harper Part OneObservee to complete in brief and send to observer prior to the observation or review: What […]
Session/artefact to be observed/reviewed: Group crit session for outcomes of the two week project Rise of the Machines Friday 2nd February 3pm : G8, G9, G10 Wilson Road Size of student group: 25 Observer: Rebecca Harper Observee: Anna Reading Part OneObservee to complete in brief and send to observer prior to the observation or review: […]
Brief Teaching Resource Worksheet Having engaged eight participants in a 20 minute Microteach activity through Object- Based- Learning, my goals were: to facilitate a practical, collaborative drawing activity for students of mixed abilities; drawing from the wisdom of Judy Wilcox in ‘The power of Now’; and Dr. Kirsten Hardies work on innovative pedagogies in Object-based-learning. […]
Particularly within Fine Art education, the integration of diverse assessment methods holds significant importance in nurturing our students’ potential and creativity, critical thinking skills, and ability to navigate focus through uncertainty for example. Undertaking Workshop 5 on ‘Assessment of/for learning’, provided me with invaluable insights into the purposes and principles of assessment, and how creatively […]