Ob2 Peer Observation Report 

Session To Be Observed: MA Illustration / Camberwell College of Arts 

Size Of Student Group: 40 Students 

Type Of Activity: Project 5, Printing & Making Workshop 

Observer: Peter Chadwick 

Observee: Dan Freeman 

COMMENTS: 

I arranged to meet Dan on the morning of Tuesday March 7 in advance of the workshop starting at 10am. Dan talked me through what the students would be able to participate in during this 5-hour workshop. The aim of the workshop was to offer the students the opportunity to explore 4 activities including: making an object, textiles, moving image and publications with a view to informing and situating their interests and practice in advance  

of the final major project. These exciting activities occupied two teaching spaces in which materials, technical equipment, and resources were readily available for the students to use.  

After a slightly delayed start due to some of the students arriving later than anticipated, they were welcomed into a warm and friendly space by the four tutors running the workshop. Five large round tables were arranged to encourage the students to sit together within groups rather than sitting in smaller groups or alone. The latecomers were asked to wait and listen towards the side of teaching space near to the entrance, so they did not disturb the presentation.  

Sinead Evans, the MA course leader introduced the day in a 15-minute verbal presentation. Dan supported Sinead by constantly adding comments and insights about the making and learning opportunities available throughout the day. At this point Dan took the opportunity to introduce me to the student cohort.  

Sinead and Dan suggested that the students should not worry too much about the outcome, encouraging them to instinctively to respond to making and process whilst recording and note taking throughout the day. Dan added that the students should record the day through note taking and photography for their process journals. Going onto add about working with ‘a good energy’ throughout the day and to see what could be achieved. 

The day’s activities were based in the MA illustration studio and the adjacent Maker Space. It was interesting to see how the students responded to the available activities, I noted that the analogue based activities were more popular than the more technically demanding motion / animation activity. Some more information and insight may have helped the students understand the methods and making possibilities. It can be challenging when encouraging students to explore digital skills that they may not have experienced before or are comfortable with. I hope that the student engagement within this area was increased later in the session. 

Throughout the observation, Dan was helpful and encouraging with the students. Sharing his knowledge and experience in relation to the workshop activities available. It was impressive to see him show the students how to use the sewing machine.  

I really enjoyed this opportunity to observe this workshop for 90 minutes, giving me further insights and evidence of the importance of forward lesson planning, having appropriate materials and equipment ready for the students to use. Co-teaching also offers the student cohort multiple points of view, skill sets and insights in response to this thinking through making experience. Across all areas of this experience, it gave me the opportunity to step back to observe and consider this teaching and learning environment whilst reflecting upon similar teaching experiences within my own practice.  

DAN FREEMAN FEEDBACK: 

Although the session overall was successful there were definitely a few things that could have been improved.  

Despite working on the course for over a year this was the first time I’d worked alongside course leader Sinead. The main issue for me was how impressed I was by her ability to communicate the core values of the course and how to apply them to workshop. It was quite intimidating. As she went on, I realised there was little I could add so opted to stay relatively quiet. In hindsight I don’t regret this but at least I know now how thorough she is. Perhaps my role as an AL and a practitioner could be to bring a more general perspective on the workshop with industry insight where possible?  

I agree with Peter that there was a lack of demonstration from the various tutors and technicians on hand. In offering these varying activities we gave no examples of what was possible. There wasn’t even a pdf on screen. Sinead was of course leading so I didn’t want to step on toes but if we were to do this again, I would create a document outlining the possibilities of what was on offer. I am aware that MA workshops are more frugal with instructions than BA or Graduate Diploma but I find students always love a good reference. 

Finally, I am well versed in the types of printmaking and 3d processes that were available and felt I could have done more to demonstrate them to individuals. I think when there are technicians on hand it is easy to shy away from getting stuck in with the more practical side. I see my teaching as somewhere between tutor and technician as I really enjoy making. However, there was an additional outcome of situating projects through conversations with students that meant there was a lot to talk about. That said, the conversational teaching approach we were able to take during activities I find equally as satisfying. 

Overall, the lessons biggest success was its multi-purpose. We were able to introduce some new skills as well as have the time to offer guidance on projects in an informal, unpressured way. Similarly, it gave Sinead a good indication as to the classes progress overall.