Develop your students’ context and critical research skills with Tate
This development day will help you to make the most out of galleries and museums as an alternative learning environment. You will learn to develop your students’ contextual and critical research skills through working with art, artists and ideas in the exciting context of the Tate.
UAL and Tate collaborate to deliver this 1 day continuing professional development for teachers and creative educators. You will explore a diverse, innovative and inventive range of creative approaches designed to support your students’ progression. You will work with a practicing artist and education facilitator, who will promote a dialogue between art practice and teaching.
You will explore Tate’s renowned collection through a variety of practical activities. The day will start by exploring the value of practice-based enquiry as a strategy for supporting the development of ideas and a meaningful learning experience for students. Strategies include; entertaining the possibilities of not-knowing, encountering the unexpected, testing, failing and finding out.
Inspired by time spent exploring the collection, the group will then come together to discuss the possibilities, opportunites and challenges presented when using the gallery as an alternative learning environment, with a focus on assessment processes.
Throughout the day, you will be encouraged to reflect on your own learning and critically consider how your teaching can support and measure the success of your students’ learning.
The ideas, thinking and activities from the day will be collated into a digital resource for participants to use, draw upon and develop back in the classroom.
- Understanding of how to make the most of the gallery as an alternative learning environment.
- Insight into how specific assessment requirements around the development of students’ critical research skills can be met.
- Activities designed to promote a deeper understanding of how artists practice.
- Ways to apply the exploration of artworks and artist practice within the gallery to support student learning.
- Strategies to improve student engagement by embracing the unexpected, experimentation and discovery.
- How to reflect on your own learning, apply your findings in your teaching, and measure impact.
Who should attend?
Ideal for those who teach art and design qualifications at the following levels:
- AS Level
- A Level
- UAL Awarding Body (Levels 1–4)
Exclusive offer for UAL Awarding Body approved centres
Book your place(s) more than 2 weeks before the course start date and we’ll pay for travel to London for up to three members of staff per centre. Simply drop us an email once you’ve booked and we’ll arrange train travel for you: firstname.lastname@example.org.
Availability for the courses are first come first served.
|14 November 2018||10.30pm-5pm||Tate Modern||£99||Book now|
|1 March 2019||10.30pm-5pm||Tate Modern||£99||Book now|
If you would like to be added to the waiting list for a sold out event, please email email@example.com.
About the facilitators
Find out about our excellent facilitators. November's session will be run by Claire McCormack and Michelle Williams Gamaker.
Claire McCormack trained as a Printmaker at Grays School of Art, Aberdeen and studied Theatre design at Bristol Old Vic Theatre School.
She was a freelance designer for 10 years and worked for, amongst others: the BBC, Talkback Productions, Avalon, The Royal Opera House, National Theatre and ENO. She has taught Art and design at Foundation and Undergraduate level. She is currently Programme Director on the L.4 Foundation course at CCW UAL one of the biggest and diverse FAD colleges in the country.
Michelle Williams Gamaker
Michelle Williams Gamaker is an artist and filmmaker. Current projects include The Eternal Return, The Fruit is There to be Eaten, Brown Queertopia and the feature films The Imperial and Violet Culbo.
Current projects include The Eternal Return, The Fruit is There to be Eaten, Brown Queertopia and the feature films The Imperial and Violet Culbo. These projects all feature brown protagonists to address the historical sidelining of such characters.
For over 13 years, with Mieke Bal she completed several films and installations exploring migratory aesthetics, mental health and gender ideology. Since 2009, with artist Julia Kouneski she has explored the psychotherapeutic work of Brazilian artist Lygia Clark through video and performance interventions.
She completed her PhD in Fine Art at Goldsmiths College (2012), where she now works as a Lecturer in BA Fine Art. She also Lectures in MA Museums and Galleries in Education at UCL and is an arts educator at Tate.
Williams Gamaker is Chair of Trustees at Leeds-based visual arts commissioning organisation Pavilion and is also involved in the Women of Colour Reading Index (WOCI) which aims to improve the visibility of women of colour artists and create a framework for engaging with these works.
Amanda Jenkins trained in Illustration and Graphic Design at Brighton Polytechnic and St. Martins College of Art and practised in this field professionally before going into full time arts education.
She has taught Art & Design in a number of contexts including several London secondary schools/sixth form colleges, the Victoria and Albert Museum, and a secondary school in South India, and was an Edexcel A level moderator for several years. She joined the University of Arts London as Foundation Pathway Leader for Communication in 2007 and has worked for UALab since its launch as an External/Senior Moderator for levels 2-4 Art & Design & Creative framework qualifications. She completed an MA in Art and Design in Education at the Institute of Education, London (2010), where she continued to explore her research interests in drawing practise and pedagogy and museum/object based learning. She became the first Programme Director of the new Camberwell/Chelsea/Wimbledon (CCW) Progression Centre in 2011 where she led the delivery of one of UALab’s largest Level 4 Foundation courses before taking up her current post as Associate Dean at Camberwell College of Art in 2013. She is a member of the UALab advisory committee, a member of the drawing-on-site research group Reportager (based at UWE), and a trustee of the Felix Topolski Archives.
Shaun Doyle studied at Wimbledon School of Art. Working collaboratively since 2004 with Mally Mallinson (b.1970), Doyle and Mallinson’s practice deals directly with political, social and historical issues.
Characterised by a second-hand aesthetic, the materials used are often salvaged from other sources, bringing with them their own history. In their practice Doyle and Mallinson explore the processes of cultural transformation that take place after an object has served its initial purpose. This re-cycling of forms is a means of distilling useful agents; elements approaching redundancy are stripped down, re-formed and re-packaged. The results challenge the cleaner more commercial concerns of some other art forms and celebrate the possibilities of extreme behaviour and belief.
Doyle and Mallinson have exhibited at major institutions, including Whitechapel Gallery London Open 2012 and Tate Britain, Rude Britannia 2010. Solo shows include Galerie Nostheide-Eycke, Dusseldorf, Germany, The Dog’s Dinner 2013; Venlo Stadhuis, NL Ecce Homo Erectus 2008 and MOT International London, Peristroma Dolorosa 2005. Shortlisted in the Artangel 100 in 2013 and featured on The Culture Show in 2010 for their ‘Fascist Fruit Boys’ in Tate Britain’s Rude Britannia, their work, including earlier solo projects is included in public and private collections including Saatchi Gallery, London and Odapark Centrum voor Hedendaagse Kunst, Venray NL. Doyle and Mallinson are represented by Paul Stolper, London. Now working on solo projects, Doyle is currently studying for a PhD at the Royal College of Art, looking at Cynic philosophy, permission and protest in contemporary culture.
Need an invoice?
Please email firstname.lastname@example.org