Developing
a Reflective Practice
“The best way to have a good idea, is to have lots of ideas”
— Linus Pauling
Information
Continuing Professional Development:
Developing an individual practice to support you with challenges in the workplace.
"Our individual brain sets us apart, we interpret and transmit information differently. The brain has even greater capacity than generally believed and mankind has only known the location of its brain for the last 500 years. The brain: (right) spatial awareness, gestalt (whole picture), imagination, daydreaming, colour dimension. The brain: (left) Left words, logic, numbers, sequence, linearity, analysis, and lists" (Burzan, 2006).
"The human brain is constantly dealing with hundreds of messages from the world around us. When we design we need to consider that the user may think differently and have different ideas and experiences" (Burzan, 2006).
We think, speak, interpret and perceive. How does knowledge about the brain support visual communication design?
Senses are increasingly being explored by artists, designers and researchers in the field of sensory arts and design. The author provides a detailed introduction to sensory studies and outlines key developments and new directions.
Developing a Reflective Practice: Creative Problem Solving Workshops
Continuing Professional Practice (CPD)
BA Year 1, 2, 3 and MA (ongoing workshops and crits).
● Project Briefs will be provided on the day of the workshop.
Main purpose(s) to encourage:
● Lots of ideas
● Consistent ideas with consistent development
● Persistent and rigorous experimentation
● Collectively discussing your ideas in group critiques, (what you enter in your journal could be the basis of good discussion, for you and your colleagues).
Learning Outcomes:
On completion of this task learners should be able to demonstrate independently the following:
● 1.1 Reflect on responses and demonstrate how to achieve positive development; how can new ideas be used currently and in the future.
● 1.2 Demonstrate an ability to identify key issues and examine and develop a line of questioning concerning personal learning trends.
● 1.3 Demonstrate how the use of a reflective /connection journal may support & identify new knowledge and how it works with established working practices and professional development.
● 1.4 Demonstrate personal inquiry of Learning and Thinking Methods.
● 1.5 Demonstrate positive involvement in interactive group discussion.
Research
Learning Outcomes:
● Identify and critically analyse relevant research material to sustain an academic study.
Minimum Requirement:
● Satisfactory use and evaluation of research to inform the academic study.
Understanding
Learning Outcomes:
● Synthesise ideas and organise selected research material to develop an appropriate argument / discussion utilising the relevant academic format.
Minimum Requirement:
● Development of a sufficiently clear and appropriate study utilising the relevant academic format.
Visual Analysis
Learning Outcomes:
● Independently analyse visual material, and use such material as the basis for argument / discussion.
Minimum Requirement:
● Satisfactory image analysis used appropriately in the support of the
argument / discussion.
Critical Analysis
Learning Outcomes:
● Demonstrate an understanding of key concepts, contexts and theories relevant to the chosen area of study.
Minimum Requirement:
● An adequate understanding of relevant concepts, contexts and theories.
Communication
Learning Outcomes:
● Demonstrate a professional standard of written communication and presentation.
Minimum Requirement:
● A satisfactory level of communication and presentation using standard academic conventions.
Teaching & Learning Methods:
● The core content of Unit One will be delivered through a programme of studio exercises, workshops and questioning, reflecting and interactive discussions, where learners will be asked to question their personal learning and thinking strategies then annotating their ideas. After which they will engage in group discussions concerning their own personal thoughts and inquiry.
● Group critiques are important as learners have the opportunity to display and discuss their work with peers, this also gives the learner the opportunity to share and exchange techniques, ideas as well as motivate and encourage each other.
Instructional Method:
● Problem Based Learning is used to support information processing, learning in context, stimulation of curiosity related to presentation of a relevant problem.
Additional
Information
Note: Classroom etiquette
Examples: See Artists and Designers in their Creative Practices:
Transitioning, Media, Software and Ideas.
Visual Perception affecting Human Feelings and Emotions.
Printmaking for Social Justice.
Hands-on Leather Craft.
Designing to the needs of the Brand.
Freelance Designing Practice.
Independent Practice.
Graphic Design, Collaborations and Installations.
The Life of an Artist.
Diversity and Art Practice.