Here I will be posting articles, notes and event documentation.

An article I written for UnMaking Things

Available to read here.

Letters&Markers drawing on textiles workshop

Letters&Markers workshop, planned and led during the London Festival of Architecture. All info here:

Notes from De-Brief, Conference.

De-Brief: Interrogating the Graphic Design Brief

Wednesday, September 9, 2015
10:00 AM to 4:00 PM
University of Salford

Image by Textbook Studio

I am very grateful for this day-long event, thank you. The day was overall a buzzing experience including presentations, workshops and discussions. It was a great way to create dialogue, share ideas, network, also to take tips on teaching in the world of visual communication TODAY (current vibes !) and specifically Graphic Design, whatever that may be. Here is my short summary of the incredibly inspiring and informative event.

Overall issues:
Massiffication & Fragmentation
Mystification & Mythification
Lack of continuation

Key subjects to confront:
Pedagogy, Research and scholarship
Discussion, collaboration & events
Respect for plurality practice
Links with collaborators
Membership and how can that support the above

David Crow, Pro-Vice-Chancellor for internal communications and Dean of the Faculty of Art and Design at the Manchester School of Art

Workshop 1
Lucy Brown, Full-time Graphic Design Tutor
How do YOU feel about getting lost?
Understanding the creative process at an entry level, Lucy’s MA research into the Linear Creative Process. Using a line to let students understand where they are in creative project.

Workshop 2
Working in teams generated suggestions through discussions
Giving 20min to do research

Workshop 3
Working in teams generated suggestions through discussions
Experience through different senses: taste, smell, sound.

On how best to teach students at an entry level in order for them to engage and learn at a deeper/further level and a more understanding manner:

Johnathan Baldwin
Associate Head, School of Art and Design University of South Wales

The life-changing magic of tidying up your MAC, IDEAS and PLANNING (An alternative title: Let it go!)


What is a relevant brief?

What is Graphic Design Educator’s Network (GDEN) for?

Further reading:

Collaboration, BA students, LJMU

After hours project with students resulted in this wall mind map setting a visual mark for the course in the building. The map outlines key course focuses, which students have short-listed during a workshop. Designed in Illustrator and made by students using laser machine, wood boards spray paint, nails and thread.

Workshop, Parasol Unit Gallery

A one day workshop was planned and led in response to artist Shinro Ohtake's exhibition. (Images Parasol-Unit)

In preparation for the workshop I met the artist himself in the Private View. In response to my question how he made one of his mixed media pieces he said that he doesn't remember because it is not a straightforward process. So I proposed a mixed media materials workshop focusing on forms inspired by the materials themselves. The letters are the initial letters of the words of all the mediums and materials that the artist Ohtake has actually used, such as: watercolour, wood, electronics, dimensions variable, photograph, bulb, oil, fly, plastic fly, oil, oil varnish, oil stick, wood glue, persimmon tannin, plastic resin, felt-tip pen, spray paint, putty, photograph, printed matter, cardboard, thin paper, paper, plastic sheet, cotton cloth, wire, iron, plastic pipe, brass rivet, brass grommet, Japanese paper book, nail, leather, bulb, socket, electric wire, wooden box, iron board, balsa, can, wooden block, wooden shelf.... The list goes on.

A day's long workshop – a compilation of mixed media typographic works made by 7-15 year old participants. Mirroring artist's work Scrap Book #50 (Retina / Silver Cheese), 1992, all pieces are now part of a concertina book.

Further reading
Parasol Unit
About Shinro Ohtake
More Teaching | BA Students

3d Type workshop, with guest Anna Nazo

A 3 hour workshop with BA students generating 3d type using mixed media, including saving foam, wire, leaves, ink, glue, paint...

Notes from Power to the Point: An Evening on Infographics, Goethe Institute

Power to the Point: An Evening about Infographics
Goethe Institute

Adam Greenfield
Opportunities for intervention
Limits to growth donella meadows, 1972
Redboxing-crime occupying in certain spaces,
Visualisation of a human behaviour, how do they move on the map?..
Which words have been used most often?..
Geospatial info graphics / analysis
I. E. Tweets found on a certain subject could be mapped...
Propagating the cult of fetish visualisation: tuft calls it Chart Junk (the more ink is used to convey info the worse it is) medium=message
Have a critical sense and regenerate our knowledge/power rather than pretty pictures.

"Inspired by the exhibitions of Simon Denny's and Michael Craig-Martin's works at the Serpentine Galleries, this study evening examined the history and forms of infographics and data visualisation in the dissemination of ideas and the deployment of power." all info here:

Notes from HEA strategic teaching and quality conference

Notes from HEA strategic teaching and quality conference

Dr. Helen May
What are our individual frameworks do?
Take a particular position on a particular theme, target multiple student audiences, encourage dialogue and not competition between institutions, develop partnerships.
Overarching OVERALL framework: interconnect individual particular areas of interest and together raise quality of teaching in HE.
We invest interest in student success outcome: what are our drivers, employability and internationalisation, flexible learning, common purposes and themes and challenges an principles behind the approaches with impacts that we are aiming to have: within individual, a group, institution, and globally.
So a particular theme will have 3 or 5 then crossing they create an overall framework interconnected.
Principles and implementation for change important for consistency across an institution but also for individual approach development, which is fundamental to facilitate any Theme and ownership of excellent tearcing. Principles for frameworks could be used for assessing, planning, evaluation of curiculum, to help shape research projects, to establish of where you'd like to go.
HEA to Z Online has tools.

Dr Sam Elkington, Transforming assessment
Re: think the familiar. Transform the assessment: innovative assessment, peer assessment, peer feedback.
A framework can help you innovate with proactive approaches, it's up to you, thinking all the way through with holistic and proactive employability in mind.
Employability Framework
Embedding employability
Why the framework?
Students need to feel they belong to to the classroom and when their own interest are included in the curriculum.
Student access, retention, attainment, progression: 40% drop out for personal reasons from HE.
Framework: a structured strategy
Workshop (spotlight session): Bond
Dr. Wendy Mayne
Programme leader, Glasgow Caledonian uny
Come design win me: student engagement in curriculum design and development
Students as co: designers.
Students learningness prescribed, so students:
Student voice
Practice learning
Partnership: student actively enhanced, development boards, strategies, students engagement forum event, with a blog as a Student accessed and writing space etc.
What students want:
Authentic learning, acknowledging their values, maximise use of IT.
Everything is dictated by a lecturer - WRONG, students choose the type of assessment and decide be teaching schedule ( they decide which classes they want to do). When students take part it is much more rewarding. They want more IT, so more twitter, social media.
Forums a good way to get feedback.
Mixed assessment: a blog, a presentation or a poster after a list of topics within modules. So then they choose to present in their own selected forum.
What does student engagement mean in the first year open university:

Prof. Joy Jarvis, Uty of Hertfordhire
Create a dynamic with staff and student where it makes student feel like they are able to bring to Uty, rather than UTy giving it all and delivering to students. So students find themselves in a positions of leaders and partners.
Another case study:
A module will be co: constructed with students and staff together.
Find other case studies in other universities allow a discussion and presented collection of info and make a community doing partnerships. That becomes a resource for ethics, blog it, keep building it and share. Eventually do an event showcasing particular case studies.

Alicia Prowse, Manchester Met Uty
Internationalising the curiculum
How do you embed it without resentment?
Processes and cross institution involvement is the background for all this.

Chichester Uty, Dance school/project/module
Applied approach to dance teaching
Devwlopig dance experiential company as a strategic enhancement programme? So needs a clearer evidence that it is successful.
Practice based learning with a bigger picture: so options what students can do with the help of the course or a module. So careers advice.
From the students you need to ask what THEY can be do with it.

Johnathan Eaton, Newcastle University
Partnership learning communities
(His talk is available on HEA site)
Focusing on initiatives hat went wrong, and learn from them
Funded by HEA

Sheffield Halam Uty
Work in stages:
Phase 1
Phase 2 etc
Challenge old assumptions
Animated film about flexible learning, an online resource
Flexible studies is about access, control, potential for switching studies.

Bishop Grossereste Uty
Internationalisation in University
Not just instrumental motivation in integrating international students into Uty, but to challenge and make the locks students feel like they are taking part as global citizens.
The more theoretical tool kit is the more transferable it is for other institutions. A framework allows:

Arts Bournemouth Uty