As stated in the preface of this assignment, I hold two roles at CCI. In addition to my lecturing responsibilities, I am also an institute specialist technician in Physical Computing, with a significant student-facing role. Here, I will discuss my process for designing teaching and learning from the perspective of a supporting technician, rather than a lecturer, although like many (Savage, T. 2018), I do enjoy both roles, and believe they could, in many circumstances, co-exist. 

The Role of Technicians in Art Schools

In art schools, technicians play a critical role (Sams, C. 2016) in the learning and understanding process of students, particularly in institutes that emphasise practical outputs. We are situated at the intersection of lecture-based learning and self-study, serving as intermediaries between both. Additionally, we are positioned at the junction of theoretical academic understanding of the subject matter and students’ individual practice. At CCI, I am pleased to feel valued and supported by my academic colleagues, who recognise the significance of this function in our pedagogic approach.

Individualised and Context-Dependent Planning

Our planning for learning and teaching is highly individualised, ad hoc, and context-dependent, and we have adopted a online booking system which has remained in place from learnings during the pandemic (Juutilainen, M. 2022). There is a new element to learn and discuss every time there is a student-teacher interaction. As an experienced technician with over 23 years of experience, my pedagogic techniques are shaped by a deep subject knowledge and a solid academic and professional understanding of the contemporary art scene and world. 

Holistic Professionalism and Compassion

I have consulted and taught my artists how to make their work, and I bring this to the academic world. My practice of planning for learning and teaching cannot be consciously set up  and articulated learning contact point. Instead, I have holistic approach of professionalism and compassion that I maintain at all times to provide the support my students need in their technical domain, from early planning to exhibition setup. My approach is accessible, understandable, digestible, and tailored to meet the learning style(s) of each student. 

Conclusion

In conclusion, as a specialist technician, I view planning for learning and teaching as a personalised and context-dependent process that requires a holistic approach that is grounded in professionalism and compassion. As an intermediary between lecture-based learning and individual practice, my goal is to ensure that my students receive the support they need to succeed in their projects and achieve their educational goals, and later, their artistic or technical careers. 

References

Juutilainen, M. (2022). Teaching in the time of Coronavirus: blended learning and online teaching at London College of Fashion during the pandemic. Spark: UAL Creative Teaching and Learning Journal, 5(1), 16-32.

Sams, C. (2016). How do art and design technicians conceive of their role in higher education?. Spark: UAL Creative Teaching and Learning Journal, 1(2), 62-69.

Savage, T. (2018). Creative arts technicians in academia: To transition or not to transition?. Art, Design & Communication in Higher Education, 17(2), 237-253.Chicago