Engaging Curriculum Redefined through the arts and humanities: working conversations on teaching, learning and assessment – Dr Eva Sansavoir
Academic colleagues from across the Faculty together with students, community and industry partners are invited to contribute to reflective, cross-disciplinary dialogues which draw on shared examples of teaching, learning and assessment approaches.
Curriculum Redefined identifies disruptive and continuous change as defining features of the world facing graduates while also centring in its aspirations for a new curriculum the humanistic-constructivist values of meaningful student futures, research-informed, disciplinary-embedded teaching and learning, global citizenship, social justice and flourishing. How might the distinctive pedagogies of the various arts and humanities disciplines grounded in research, practice, creativity, criticality, intercultural and ethical competence contribute to shaping this new values-led, global curriculum that continues to be anchored in the University’s longstanding civic commitments to transform its students, the city and region? And what is the potential sector-wide resonance of such a curriculum?
Taking as their starting point, Curriculum Redefined’s core pedagogic themes of Disciplinary Strength and Identity, Discovery, and Exploration (through interdisciplinarity), Authentic Assessment, Student Futures and Global Citizenship, these working conversations aim to offer a collegial and discipline-embedded context to support thinking and practice in teaching, learning and curriculum design.
Themes for discussion include:
- What these pedagogic themes mean for specific disciplinary contexts and comparatively across arts-and-humanities disciplines as teaching, learning, research and practice.
- How they are/might be articulated through the distinctive pedagogies of the arts and humanities, as forms of assessment and in relation to lived experience;
- Why and how arts-and-humanities pedagogies matter for our students, community/industry partners and society;
- How we make/might a case for their ‘value’ to our students, community/industry partners and society;
- The role of module and programme descriptions, assessment approaches and learning outcomes.
Semester 1: Disciplinary Strength and Identity and Global Citizenship Pedagogies
(6 sessions between 5 October and 15 December)
What do Disciplinary Strength and Identity and Global Citizenship pedagogies mean for disciplines in the arts and humanities?
Six teaching and learning conversations featuring academics from a range of disciplines will explore this question through the lens of three key signature pedagogies of the arts and humanities: creative/critical reading, creative/critical writing and group discussion/dialogue.
Speakers will be invited to circulate, in advance, examples of module descriptions and/or student facing resources.
Readings will also be made available to participants.
Wednesday 5 October 2022 and Wednesday 12 October 2022, 4 to 5pm.
What is the role of reading in your disciplines? And to what extent/how are disciplinary ways of reading taught explicitly to students (e.g., a guide to close reading and the use of Socratic questioning to elicit dialogue)? To what extent/how is reading described in written descriptions of modules/programmes?
How is reading assessed as skill/ as research/ as practice?
Session 3 and 4: Creative and Critical Thinking and Writing
Session 3: Wednesday 19 October 2022, 4 to 5pm.
Session 4: Tuesday 25 October 2022, 5 to 6pm.
What is creativity? Can it be taught? How is creativity taught in your discipline? What is the role of Socratic questioning and group discussion?
What is the balance of creativity/criticality? Are these distinctions helpful? To what extent/how is creativity/criticality described in written descriptions of modules/programmes? How is creativity/criticality assessed?
Session 5: Group Discussion/Dialogue – The Spoken Exchange
Thursday 3 November 2022, 4 to 5pm.
What are the forms and role of spoken communication in your disciplines? In what contexts (e.g., tutorials, art crits, presentations, orals) and how are forms of dialogue taught? What approaches do you use to foster inclusive and equitable participation? To what extent/how is participation assessed? To what extent is participation in dialogue defined/described in written descriptions of modules/programmes?
Session 6: Global Citizenship
w/c 12th December 2022.
What is global citizenship? How do arts and humanities pedagogies support students to develop intercultural competence/ ethical thinking/social justice sensibilities?
- Dr Alessio Baldini, School of Languages, Cultures and Societies
- Dr Inês Bento Coelho, School of Fine Art, History of Art and Cultural Studies
- Dr Katie Carpenter, School of History
- Dr Ruth Daly, School of Performance and Cultural Industries
- Dr John Hammersley, School of Design
- Professor Hazel Hutchinson, School of English
- Dr Priyanka Verma, School of Languages, Cultures and Societies
- Dr Dibyadyuti Roy, School of Fine Art, History of Art and Cultural Studies
- Dr Alison Searle, School of English