Orr & Shreeve (2017) provide a valuable breakdown of pedagogic practices, offering a structured way to evaluate my own teaching methods. I appreciate the clarity of their framework, which defines common arts teaching strategies in an accessible way. By using this article as a reflective tool, I can assess my current teaching approaches and identify some areas of growth. I have broken down how I currently structure my workshops and the changes I have been making after reflecting on this article and other readings from the PgCert.
My Role as a Media Technician
My responsibilities include:
- Delivering workshops on camera and lighting equipment for Lv4 – Lv7 students.
- Teach lighting and cinematography techniques for Film & TV BA and MA courses.
- Manage studio spaces and support students outside of workshops.
Current Workshop Model
- Learning Objectives – I start the session by defining the goals of each session
- Contextualization – Explain the industry application of the equipment or technique.
- Demonstration – Use a ‘show and tell’ approach for hands-on engagement.
- Practice – Assign exercises to reinforce technical skills.
- Reflection – Conclude with peer discussions on key takeaways.
Here is an example of my current workshop breakdown and slides, for a LV 4 class:
Workshop Breakdown – https://docs.google.com/document/d/17neFYYR5SzwLMYqMEdzld9PC9bYWp_FCYv9De3-6_ug/edit?tab=t.0#heading=h.rv0asgj75d0d
Slides for Workshop – https://docs.google.com/presentation/d/1YPsXOjouRCEndtMW-LFlohs0D3oSmfYJDZ372k4E-xk/edit?usp=sharing
Workshop Improvements & Implementation
After reviewing these teaching strategies, I have begun to action these changes:
- Embedding reflective activities: I now allocate time for students to consider their learning progress. Using Amulya’s (2004) model, I encourage peer discussions where students articulate their key takeaways to a partner, reinforcing their knowledge.
- Peer-to-Peer Learning – I have been starting my sessions with paired activities where students explain equipment setup to each other. This promotes collaborative learning and helps me identify students needing additional support.
- Improvements to interdepartmental communication – This year the technical and academic team have started to hold a review of each unit’s performance. In this forum I’ve asked to have more of an input and to be given access to the units guide. This way I can accurately research what equipment we should purchase and have some autonomy on how this best integrates with the learning pathways of the students.
By implementing these changes, I aim to foster a learning environment where technical knowledge is embedded in experience, aligning with Amulya’s (2004) principle that ‘knowledge is created through the process of active reflection’ (p. 4). I have already begun to see positive results, increasing student engagement and retention. Moving forward, I will continue refining my workshops to support deeper learning and better integration with academic content.
Future Professional Development:
To continue improving my teaching, I plan to:
- Engage more deeply with pedagogical theory, exploring student-centered learning approaches in technical education.
- Seek professional development opportunities, such as external industry training, to ensure my technical knowledge remains current.
- Develop structured resource materials, including online tutorials, to support students outside of workshop time.
REF’s
Orr, S. and Shreeve, A., 2017. Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum. London: Routledge.
Amulya, J., 2004.What is Reflective Practice? Center for Reflective Community Practice, MIT.