As an Associate HPL specializing in Painting at FAD, UAL, I confront nuanced challenges hindering student’s belonging in FE. These multifaceted challenges, encompass the underrepresentation of diverse student groups, limited avenues for meaningful connection, and inadequate support structures from both peers and educators. Harper & Hurtado (2007) underscore how social exclusion manifests through scenarios such […]
PgCert in Art Design and Communication UAL
Category: Unit 2
As a Jewish woman when I first joined education as an HE student in 2008 and as Fine Art Painting faculty at UAL in 2018, I never thought I would have to hide my background or feel unsafe about being openly Jewish as my grandparents did when they minimized their Jewish identities and changed their […]
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Formative Submission
A gallery exhibition: Considered, anonymous letters collated on the theme of inclusion. “I disapprove of what you say, but I will defend to the death your right to say it.” Voltaire Gallery space remains a space for us to consider and have our views challenged. This specific project within Fine Art Foundation would organise an […]
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 […]
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 […]