On Thursday, April 6 from 4-5:30 I get to present on the Transitions panel at the FATE conference in Kansas City. I'll be talking about my experience of having only one student in my 2D class last semester and the mobile curriculum that emerged. This was made possible through a travel grant from ASU's Herberger Institute of Design & Art as well as the School of Art.
Transitions Session Abstract: Foundations courses are increasingly taught by educators that are graduate students, new adjunct professors and new-hires at institutions with curricula that diverge widely from institution to institution. While graduate students must juggle the challenges of being both students and educators with less experience to back them, adjunct professors too, find themselves less supported and without reliable mentors. How can graduate students and first-time foundations educators leverage their situations to create pedagogy and classroom situations that create excitement from uncertainty? How can full-time faculty provide better mentorship and resources for first-time foundations educators? Does experience prevail or can freshness lead to innovation? In this session, we will hear from newcomers and experienced educators in transitional situations considering the term transition broadly. Session Chair: Stacy Isenbarger, University of Idaho
A Mobile Curriculum: Incorporating Experiences Outside the Foundations Classroom
Abstract: Through a fluke in the registration system, my first time teaching a foundations course was for an audience of one. Class critiques, group projects, and PowerPoint presentations were rendered futile. Not tethered to the traditional structures of a fully enrolled arts classroom, we were free to explore new forms. The result – our curriculum sprouted wheels. The two of us fused into out of area courses to gain new perspectives on art making, attended visiting artist talks to foster successful professional habits, and incorporated observations of the surrounding environment into unit projects.
Escaping the confines of the foundations classroom encouraged spontaneous learning, deeper engagement with the real world, and helped dissolve hierarchical barriers between student and teacher. How can these out of classroom experiences remain purposeful for larger class sizes? What steps can we take to infuse these excursions with meaning? Does intentionally bumping students into reality help ease their transition into and out of the academic world? How can we make sure that graduate student instructors feel supported and encouraged in being innovative with their instruction?
More Info: http://www.foundations-art.org/conferences