Tag Archives: TPP Blog Posts

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 →

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 →

I read chapter three of Rosenburg’s, Nonviolent Communication: A Language of Life, in preparation for observing a peer. In this chapter they distinguish between observation and evaluation. They refer to this as NVC, short for Non-Violent Communication. They state that … Continue reading →

In chapter 6, Teaching practises for creative practitioners, Orr and Shreeve look at signature pedagogies encountered in teaching creative arts subjects. Such as the crit, the studio, the brief, the live project, developmental work, research, dialogue exchange and materiality. They … Continue reading →

This case study by Willcocks and Mahon draws on data collected from students who participated in online workshops aimed to foster a “critical awareness of the connections between colonialism and the climate crisis” (2023, p.188) by examining 18th- and 19th-century … Continue reading →