Author: Joanne Glover

For the observation records, I have: Record of Observation or Review of Teaching Practice          Session/artefact to be observed/reviewed: Professional practice portfolio review Size of student group: 60 Observer: Carys Kennedy Observee: Jo Glover Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not…

For the observation records, I have: Feedback from Peer 1 Session/artefact to be observed/reviewed: Branding Lecture  Size of student group:  40 plus online Observer: Lee Mackinnon Observee: Joanne Glover Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of…

See images of feedback below and reference examples as visuals For the observation records, I have: Session/artefact to be observed/reviewed:Preliminary materials for a new module on Social Justice Size of student group: 51        Observer: Jo Glover Observee: Lee Mackinnon Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment,…

Reading 3. ‘Talking Arts as The Spirit Moves Us’ by Bell Hooks For the four reflective blog posts, I have Summary of resource ‘Talking Arts as The Spirit Moves Us’ by Bell Hooks In the story of this work, bell hooks explores how African American art is recognised and discussed, arguing that mainstream art criticism…

For the four reflective blog posts, I have 4 ‘The New Life’: Mozambican Art Students in the USSR, and the Aesthetic Epistemologies of Anti-Colonial Solidarity  Polly Savage  Mozambican Art Students in the USSR, and the Aesthetic Epistemologies of Anti-Colonial Solidarity Returning  Summary notes from Miro collaborative post it note investigation: On arrival in Maputo in 1986, the Tashkent graduates were allocated teaching posts at ENAV (plate 10), roles they held until their retirement in 2021 (Cejuma and Tisonto) and 2022 (Raimundo). They all described a restless energy for developing the art school: ‘the socialist system had been really good at teaching us how to work’, remembered Cejuma. ‘This proved to us that we were comfortable as socialists, because our life was consumed by work, without caring about remuneration […] that dynamism also helped things a lot’.77 They soon found, though, that this discourse was out of step with the state narrative. Frelimo Training in the socialist world offered artists a path for developing a decolonial creative practice that was no longer beholden to imperial canons, and a route to cultural professionalization that bypassed the former metropole. What is the relationship between knowledge, truth, belief, reason, evidence, and reliability? ‘The New Life’: Mozambican Art Students in the USSR, and the Aesthetic Epistemologies of Anti-Colonial Solidarity by Polly Savage (Sonali) – Savage creates a narrative history of a few art students from Mozambique who received bursaries to pursue higher arts education in the USSR. This paper highlights experiences and voices often not heard in academic scholarship – Explores relationship between art and politics – Who defines what is art? Can art be taught and examined in formal institutions? – The centre of power’s privilege –  students being made to learn Soviet politics and history but Soviet not looking outside itself – the teachers not bothering to learn about the countries their students are from. Similarly, US and UK can be insular regarding their media and cultures. Also, related to complexities with teaching international classes as we do. Do students who research histories and movements from privileged cultures have advantages when being assigned supervisors, as opposed to others who have supervisors who can focus on the research methodology but won’t have as much contextual knowledge? exeprience of students experinece education in another culture.  a lot of challenge of moving to another society i.e don’t even know how to hold the brush best student grandauted with best grade, got negative feedback in first year. he mentioned it depressed him (negative effect) language barrier  in first year obvious who was from who, by secound year less so – gwen: patience needed for international student, diuffernt walks of life, allow to amke them mistake. found help with others talking about the journey, received scholarship from socialist country, all the marking criteria from Russian view, difficult for students to rectify with there own culture.

For the account of microteaching, I have: Here’s my 500 word reflection on micro teach and include the deck and recording What I taught: Marketing campaign Campaign for NHM Objecthttps://www.nhm.ac.uk/discover/news/2017/june/star-specimens-of-hintze-hall-revealed.html How it went: I felt it went well, from their responses they had really taken in the various secret stories of the museum’s collection and…

PG Cert 1 of 4 For the four reflective blog posts, I will: Explain what it means for my practice – not just a description Blog 1 Case study of teaching practice use evidence-informed approaches to know and respond to your students’ diverse needsI will start to work with the Professional Standards Framework – see Miro…

Welcome to myblog.arts. This is your first post. Edit or delete it, then start blogging! Hi I’m Jo, I teach on the Diploma in Professional Studies at UAL:LCC. I’m former head of Design at Selfridges and Tate, Design manager at NHM and Senior designer at V&A and W+K. You can view my work at joglover.com