The Lowry Theatre in Salford was well represented by the Teesside University staff and students at the 3rd HEA Arts and Humanities annual learning and teaching conference, this year titled ‘Heroes and monsters: extra-ordinary tales of learning and teaching in the arts and humanities’
The first presentation was by Senior Lecturer Heike Salzer who spoke aboutpedagogical research project undertaken with her BA Dance students in spring 2014. She considered the emotional culture that students operate in and if the values and norms develop and change during the course of their degree.
This was followed by Teaching Fellow Richard Sober and two interior students, first year Emily Hogg and second year Rebecca Hayman. They presented a paper discussing student perceptions of current Higher education debates including value for money, independent learning and developing a readiness for employment. The session was chaired by Carolyn Bew the National Lead for Art & Design and she invited them to reprise the paper at the HEA Teaching in Practice conference later this month in London
The SAM presenters with HEA Lead Carolyn Bew
Third year dance students Charlotte Brinksman and Gabriella Garroway presented a poster at the Annual Regional Learning and Teaching Conference 2014 North East Universities (3 Rivers Consortium), Durham University (Collingwood College) on 27th March 2014.
The poster discussed their experience of a 3 month Erasmus exchange at the Inter-University Centre in Berlin and was well received by delegates.
O’Brien, Sarah (2013) ‘Thinking Through Moving Image and Performance’ in Of Other Thoughts: Non-traditional Approaches to the Doctorate. Sense Publishers. (In Press)
In this chapter, O’Brien discusses the need to generate methodologies for non-traditional projects that are adequate to the research subject matter and consistent with its guiding frameworks. She addresses ways of articulating differences within the context of the continuing debates around the dissemination of the thesis in the field of performance. O’Brien suggests that methodology in a practice-led PhD methodology is always ideologically loaded. Consequently, divergent positions between supervisor and candidate ask for mediating procedures and comparisons with other practitioners’ and researchers’ practices and reflections. O’Brien puts forward her own experience of a practice-led PhD as one possible example of a methodology. She claims that her practice was not designed as an investigation to uncover an imminent ‘truth’ but as the realisation of theoretical schemas (performance ideas) trusting that new knowledge would emerge through both the failure to realise these ideas fully and the alternative brought about by the realisation. This methodology interrogates the relationship between written and performance work: demonstrating how the writing process can be integral to the creative methodology.