Teaching Platform Series
This series of events explores key issues in art and design teaching and learning in higher education. Each event includes leading speakers sharing current thinking in creative education.
The events will take place once a term and are for anyone in the sector with an interest in learning and teaching in art, design and communication. They are designed to be interactive, with opportunities to engage in activities to support networking and engagement.
17 May 2017, Chelsea College of Arts
This teaching platform will look beyond the simple binaries between theory and practice and put into focus the evolving pedagogical relationships between these 2 different yet intertwined disciplines
Learning through Objects: Transformative Pedagogies in Practice
23 November 2016, London College of Communication
This event will explore emerging best practice in object-based learning. Themes will include the use of archives and special collections in teaching, the object as mediator, the role of object-based teaching in developing skilled hand function and objects as a source of curriculum diversity.
Social status: creative uses of social media in higher education
3 June 2016, London College of Fashion, Oxford Circus
This 1 day symposium focused on the value of social media for learning within creative arts and design higher education, and drew on innovative and effective practices from across the disciplines. #UALsocialmedia.
Art for All – Diversity and Inclusion in Art and Design Higher Education
27 November 2015, Red Room, Chelsea College of Art and Design
This event explored ways to embed equality and diversity in the art and design HE curriculum and teaching. It included presentations, workshops and group activity led by leading internal and external speakers.
Risk-taking in creative education
21 March 2016, Central Saint Martins, Kings Cross
This event explored risk-taking in creative education, asking questions such as: Is there a space for creative students to take risks in their learning at university? How do we understand and experience risk taking within students’ learning and practice? What teaching approaches support (or not) the possibility of ‘positive’ failure?