A Life-Line for the Pedagogic Goose: Harnessing the Graduate Perspective in Arts Education

Amanda Tinker, Katherine Greenhough, Elizabeth Caldwell

Research output: Contribution to journalArticle

Abstract

Studio-based art and design education provides high levels of individual attention but has been criticized for the high demands for space and staff time that it places on institutions. Furthermore, retention and attainment rates in art and design subjects demonstrate that not all students develop the supportive, individual relationships with their tutors that facilitate development as creative practitioners. This article reports a case study of an initiative to improve retention amongst first year students studying Art, Design and Architecture subjects, by utilizing recent graduates, employed as Graduate Teaching Assistants (GTAs), to create a communications bridge between new students and their subject tutors. The project found that retention rates improved by 50% for these first-year students, who also reported that GTAs are welcoming, approachable, more accessible, and easier to talk to than academic staff. Tutors felt that communication with their students was enhanced by GTAs helping build clear narratives for each student. As the role of GTA becomes more established, further developments will include facilitating peer-to-peer collaboration in the studio through the harnessing and integration of peer mentors to more quickly foster a collaborative and supportive studio culture for new students
LanguageEnglish
Article number88
Number of pages12
JournalArts
Volume7
Issue number4
DOIs
Publication statusPublished - 26 Nov 2018

Fingerprint

art education
pedagogics
assistant
graduate
tutor
first-year student
art
Teaching
student
staff
communications
Art Education
narrative
communication
Peers
Tutor
education
Art
Communication

Cite this

@article{7556ac6fe7e140f393064b3cb6dc2a2a,
title = "A Life-Line for the Pedagogic Goose: Harnessing the Graduate Perspective in Arts Education",
abstract = "Studio-based art and design education provides high levels of individual attention but has been criticized for the high demands for space and staff time that it places on institutions. Furthermore, retention and attainment rates in art and design subjects demonstrate that not all students develop the supportive, individual relationships with their tutors that facilitate development as creative practitioners. This article reports a case study of an initiative to improve retention amongst first year students studying Art, Design and Architecture subjects, by utilizing recent graduates, employed as Graduate Teaching Assistants (GTAs), to create a communications bridge between new students and their subject tutors. The project found that retention rates improved by 50{\%} for these first-year students, who also reported that GTAs are welcoming, approachable, more accessible, and easier to talk to than academic staff. Tutors felt that communication with their students was enhanced by GTAs helping build clear narratives for each student. As the role of GTA becomes more established, further developments will include facilitating peer-to-peer collaboration in the studio through the harnessing and integration of peer mentors to more quickly foster a collaborative and supportive studio culture for new students",
keywords = "art and design pedagogy; graduate teaching assistant; higher education; art education; retention; student engagement; student experience",
author = "Amanda Tinker and Katherine Greenhough and Elizabeth Caldwell",
year = "2018",
month = "11",
day = "26",
doi = "10.3390/arts7040088",
language = "English",
volume = "7",
journal = "Arts",
issn = "2076-0752",
publisher = "MDPI",
number = "4",

}

A Life-Line for the Pedagogic Goose : Harnessing the Graduate Perspective in Arts Education. / Tinker, Amanda; Greenhough, Katherine; Caldwell, Elizabeth.

In: Arts, Vol. 7, No. 4, 88, 26.11.2018.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A Life-Line for the Pedagogic Goose

T2 - Arts

AU - Tinker, Amanda

AU - Greenhough, Katherine

AU - Caldwell, Elizabeth

PY - 2018/11/26

Y1 - 2018/11/26

N2 - Studio-based art and design education provides high levels of individual attention but has been criticized for the high demands for space and staff time that it places on institutions. Furthermore, retention and attainment rates in art and design subjects demonstrate that not all students develop the supportive, individual relationships with their tutors that facilitate development as creative practitioners. This article reports a case study of an initiative to improve retention amongst first year students studying Art, Design and Architecture subjects, by utilizing recent graduates, employed as Graduate Teaching Assistants (GTAs), to create a communications bridge between new students and their subject tutors. The project found that retention rates improved by 50% for these first-year students, who also reported that GTAs are welcoming, approachable, more accessible, and easier to talk to than academic staff. Tutors felt that communication with their students was enhanced by GTAs helping build clear narratives for each student. As the role of GTA becomes more established, further developments will include facilitating peer-to-peer collaboration in the studio through the harnessing and integration of peer mentors to more quickly foster a collaborative and supportive studio culture for new students

AB - Studio-based art and design education provides high levels of individual attention but has been criticized for the high demands for space and staff time that it places on institutions. Furthermore, retention and attainment rates in art and design subjects demonstrate that not all students develop the supportive, individual relationships with their tutors that facilitate development as creative practitioners. This article reports a case study of an initiative to improve retention amongst first year students studying Art, Design and Architecture subjects, by utilizing recent graduates, employed as Graduate Teaching Assistants (GTAs), to create a communications bridge between new students and their subject tutors. The project found that retention rates improved by 50% for these first-year students, who also reported that GTAs are welcoming, approachable, more accessible, and easier to talk to than academic staff. Tutors felt that communication with their students was enhanced by GTAs helping build clear narratives for each student. As the role of GTA becomes more established, further developments will include facilitating peer-to-peer collaboration in the studio through the harnessing and integration of peer mentors to more quickly foster a collaborative and supportive studio culture for new students

KW - art and design pedagogy; graduate teaching assistant; higher education; art education; retention; student engagement; student experience

U2 - 10.3390/arts7040088

DO - 10.3390/arts7040088

M3 - Article

VL - 7

JO - Arts

JF - Arts

SN - 2076-0752

IS - 4

M1 - 88

ER -