Block teaching in art and design: Pedagogy and the student experience.
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| Title: | Block teaching in art and design: Pedagogy and the student experience. |
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| Authors: | Slevin, Tom1 tom.slevin@solent.ac.uk |
| Source: | Art, Design & Communication in Higher Education. Oct2021, Vol. 20 Issue 2, p163-183. 21p. 2 Color Photographs, 4 Charts. |
| Subject Terms: | *Block scheduling (Education), *Curriculum planning, *Curriculum, *Art students, *Design students, *Higher education |
| Geographic Terms: | United Kingdom |
| Abstract: | This article contextualizes and evaluates the pedagogical efficacy of a 'block' curriculum structure at Level 4 of a UK art and design degree course. The year has a distinctive, unique structure compared to its HEI's central model of three concurrent twenty-credit modules. The article considers the block approach unfolding from the contextual changes at national and institutional levels that provided complex, multiple shifts and challenges. This article evaluates block pedagogy through considering course data, students' critical reflections of their experience and external examiner comments. The evidence suggests that block pedagogy supports students – of which a significantly higher proportion are from lower-privileged backgrounds – and their outcomes, whilst improving retention, progression and overall satisfaction rates. [ABSTRACT FROM AUTHOR] |
| Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article contextualizes and evaluates the pedagogical efficacy of a 'block' curriculum structure at Level 4 of a UK art and design degree course. The year has a distinctive, unique structure compared to its HEI's central model of three concurrent twenty-credit modules. The article considers the block approach unfolding from the contextual changes at national and institutional levels that provided complex, multiple shifts and challenges. This article evaluates block pedagogy through considering course data, students' critical reflections of their experience and external examiner comments. The evidence suggests that block pedagogy supports students – of which a significantly higher proportion are from lower-privileged backgrounds – and their outcomes, whilst improving retention, progression and overall satisfaction rates. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1474273X |
| DOI: | 10.1386/adch_00037_1 |
