A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

348 ❘
Teaching in the disciplines
engagement is not necessarily a sign of lesser capability. In transition to a new situation
everyone has to learn about new systems, practices and expectations. Students can be
helped to make this transition by the provision of plentiful opportunities to become part
of this community of practice, through formal processes such as written guidelines and
induction briefings, and through informal processes such as teamwork, social networking
and informal conversations.
LEARNING IN VISUAL ARTS
A range of the possible learning activities within visual arts education are listed below,
to indicate the richness and variety which can be part of the student experience.
• Live projects. Projects set in conjunction with industry practitioners.
• Event-based learning. Learning off site, engaging in ‘real-life’ projects in the community,
with schools, in galleries and industry.
• Group learning. Using role allocation in teams to replicate the conditions of practice
(particularly essential in performing arts, media, and other team-based practices) to
undertake projects, enter exhibitions or put on a show together.
• Artists’ talks. Practitioner talks can offer opportunities for providing insights into
the wider world of practice and give an insider view of the practice. Students
should have opportunities to engage in conversations and activities based on
these talks.
• Consultancy. Students can act as consultants to industry, working collaboratively with
industry partners to solve issues they identify.
• Simulating conditions of industry. This offers equal access for all students to experience
what it is like.
• Peer learning. Student-to-student mentoring.
• Learning in work. Through short-term activities or through longer-term accredited
work placement opportunities.
Project work in art and design
Many of the activities described above are likely be experienced by students through
project work, as indicated in point 2 above. Projects should be supported by a written
brief, the function of which is to set the parameters for the work students will be engaged
in. Briefs should be realistic, clearly set out the learning outcomes, what students are
expected to learn as a result of the project, and how the project will be assessed (see
Chapter 3 for more on learning outcomes). These should be an example of constructive
alignment (Biggs, 1999); i.e. the project should enable the student to demonstrate the
learning which is directly assessed. The brief can helpfully include information about
available resources, sources of inspiration or research, and the types of artefacts to be