Contextual Background
As a technician, I am conscious of the fact that students might not be fully aware of the possibilities of the Creative Tech Lab and what can be produced. Myself and my colleagues have curated a series of examples in our area that span as many disciplines as possible.
Evaluation
Students’ understanding of what is possible within the creative tech lab creates a notable challenge. We address this by showcasing various examples of both student and staff work and use them to explain the processes involved. This approach has proven successful in encouraging students to contemplate their desired outcomes, utilising the examples as inspiration for their project development. However, students sometimes find the possibilities overwhelming, realizing they lack the time to generate intricate results.
Additionally, managing student expectations poses a continual challenge. There’s a misunderstanding of the speed of digital fabrication techniques, such as laser-cutting and 3D printing, which leaves students unaware of the necessary preparation time. Consequently, they often express disappointment when confronted with the actual duration of these processes within set deadlines. To mitigate this issue, we offer one-to-one tutorial consultations, explicitly conveying and reminding students of the time-intensive nature of these processes.
Moving forwards
Some of the strategies I have encountered on object-based learning have made me think how useful having examples are in the context of the workshop. They can be used to explain a process in simple terms and for students who might struggle with the complexity of a digital object translating into a physical one. This was particularly clear from my micro-teach, as I received positive feedback on this process. Here it was made clear the importance of simplifying technical steps and the aid physical resources can have in this process. ‘The embodied knowledge which physical engagement with materials provides is distinctive.’ (Orr et al, 2017) I believe seeing physical outcomes help students who struggle with technical language and those whose primary language isn’t english.
During undertaking the PGCert I’ve come to the understanding that examples act as teaching assistants, facilitating learning when one-on-one discussions aren’t possible. However in their current iteration they raise more questions than answers, so moving forward, it would be beneficial to complement them with additional explanatory materials. For example, showing 3D prints printed at different sizes with information showing how long each one took, or a notice board with laser engravings developed at different power settings with associated production times. This would offer students a clearer understanding of the time investment required for different projects and how different a process might be more relevant to them. ‘The object, though, might also be used as a tool to support learning in manufacturing processes and techniques or to illustrate alternatives within the studio and workshop environment.’ (Orr et al, 2017)
Currently a lot of the samples around the workshop are from my own, or colleagues, practices. As we are all practicing artists ourselves, I believe it’s important to showcase the possibilities the tools we provide can be utilised. As expanded in ‘How do art and design technicians conceive of their role in higher education?’ (Sams, 2016) I believe it’s essential to emphasize that artistic growth extends beyond the confines of academic programs by highlighting the evolving nature of artistic practice and the importance of continuous learning and experimentation.
However with the addition of more finished student work on display the current cohort of students would have a more tangible understanding of what they can achieve within the constraints of their project timelines, particularly considering the short timeframe of the Foundation diploma.
Bibliography
Orr, S, & Shreeve, A (2017) Art and Design Pedagogy in Higher Education : Knowledge, Values and Ambiguity in the Creative Curriculum, Taylor & Francis Group, Milton.
Sams, C (2016) How do art and design technicians conceive of their role in higher education? Spark: UAL Creative Teaching and Learning Journal