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    From tinkering to meddling: Notes on engaging first year art theory students

    Access Status
    Fulltext not available
    Authors
    Messham-Muir, Christian
    Date
    2012
    Type
    Journal Article
    
    Metadata
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    Citation
    Messham-Muir, C. 2012. From tinkering to meddling: Notes on engaging first year art theory students. Journal of University Teaching and Learning Practice. 9 (2): pp. Article 3-Article 3.
    Source Title
    Journal of University Teaching and Learning Practice
    ISSN
    1449-9789
    School
    Department of Art
    URI
    http://hdl.handle.net/20.500.11937/18084
    Collection
    • Curtin Research Publications
    Abstract

    This paper considers the two-year-long process of redesigning Art Theory: Modernism, the initial core art theory course at The University of Newcastle in Australia, with the aim of increasing the academic engagement of first year fine art students. First year students are particularly vulnerable to dropping out if they feel disengaged from the University. This paper does not present any grand solutions for teaching today’s first year students. It does, however, consider ways of designing authentic assessment items that acknowledge the new conditions of pedagogy today. This paper offers ideas for engaging first year students, by creating multidimensional resources that include online material that supports yet provokes students; by challenging them with assessments that demand students produce knowledge and not simply retrieve information and; by reconsidering how faculty present information in lectures. The redesigning of the Art Theory: Modernism course was informed by current and ongoing research in teaching and learning and guided by student feedback administered by the Planning, Quality and Reporting unit a t the University of Newcastle.

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