Author Archives: Emilia Netto
IP unit: Reflective Report – Screen mirroring for technical demonstrations
Introduction Through my technical perspective, reflections on my teaching at LCF, peer (see below) and student feedback, a key aspect of our technical delivery, the technical demonstrations, are not as accessible as they should be. My intervention is to set … Continue reading
Blog 3 Intersectionality and Race – That’s not Art, That’s not Music
“In Western education, Whiteness has been normalized, leading people to naturally regard Western thinking as the norm and the appropriate reference point” (Hu, 2024). Lonnie Holley below, describes how he has been excluded from the arts. Many aspects form our … Continue reading
Blog Task 2: Faith, Religion and Belief
In blog post one I addressed my positionality. After reflecting on that post and before starting to write this post, I noticed that I didn’t add a key aspect of it, which is that I am a Quaker. Quakerism is … Continue reading
Blog 1: Disability and Intersectionality
Farhana Sultana wrote that to reflect on one’s positionality is “to reflect on how one is inserted in grids of power relations and how that influences methods, interpretations, and knowledge production” (2007, 376). My positionality as a practitioner is; I … Continue reading
Intervention
Introduction According to Advanced HE, students with visual and hearing impairments and those who fall within the autism spectrum “can be disadvantaged by their campus environment” (2024). Previously, I wrote about the challenges the team and I face due to … Continue reading
Reflective Blog Post 5 (Additional) Gregersen, T. (2007). ‘Language learning beyond words: Incorporating body language into classroom activities’
After my observation by a PGCert tutor in my feedback there was a suggestion that I look further into how my body language can impact my teaching and to consider writing a reflective blogpost on this topic. The feedback mentioned … Continue reading
Reflective Blog Post 4 – Hardie, K. (2015) ‘Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching’
In this journal, Dr Kirsten Hardie gives an overview of their teaching practice, focusing on one distinct area of their pedagogy, Object-based learning (OBL). In which she uses design objects in student-centred learning activities to “to develop their theoretical and … Continue reading
Record of Observation or Review of Teaching Practice Observed by a PGCert Tutor
Record of Observation or Review of Teaching Practice Session/artefact to be observed/reviewed: ‘Core Skills: Hinge’, BA Fashion Jewellery (Year One), at London College of Fashion Size of student group: 24 Observer: Catherine Smith Observee: Emilia Netto Note: This … Continue reading
Record of Observation/Review of Teaching Practice Observing a PGCert Peer
Session/artefact to be observed/reviewed: GCD (Graphic Communication & Design) Yr2 Size of student group: 15 Observer: Emilia Netto Observee: Clare Bannister Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, … Continue reading
Case Study 3 – Assessing learning and exchanging feedback
Introduction & Background I assess learning and exchange feedback in three contexts: in the workshop during supervised studio hours, during timetabled technical consultations and taught sessions. Within these contexts I am limited to assessing and giving formative feedback verbally, often … Continue reading