Workshop 2A – Weds 12 February

Working with Matthew, we categorised these post it notes below. I took the Employability section as I felt most confident here, and the social mission area. I mentioned that Climate, Racial and Social Justice should be added to reflect UALs values. Matthew focused on core teaching as this is his area.

We were then asked to look into the opportunities and challenges of planning and teaching in our context. This is what I came up with:

Introduction and Background 

• DPS Coordinator for Screen School

Challenges: Evaluation 

We have such a high drop out rate, and that is primarily to do with finance. However, as an optional programme, we also suffer from

• A lack of timetable space 
• A lack of attendance around submissions at the end of the year (programme starts in Feb)
• A lack of preparedness and engagement around the sessions

Moving Forward 

• Ask Sony, Warner Bros and other studios to come to speak to students in October
• Open DPS Application early and close them by December
• Period between Beginning of programme Easter focuses on high value sessions and core preparedness around CV, Showreel and Cover Letters. This can be seen as as focus on convergent learning, defined as being ‘directed, focussed and rational’ (Lindström, 2012, p.166)
• Easter period is dedicated to students focussing on gathering materials for showreels/art stations/itch profiles etc. and CVs  
• Students have more 1-2-1 support with their AL. 
• Offering more online, making sure that in person sessions are delivered when students are in anyway to avoid them paying extra for travel
• Opening up certain DPS sessions to a whole cohort to make the most of having an external speaker etc, this fosters goodwill within the main BA courses as well. 
• Supporting students through CV templates, showreel critiques with staff and industry representatives etc
• Telling students they cannot progress without a showreel, CV LinkedIn etc 

Lindström, L. (2012) ‘Aesthetic learning about, in, with and through the arts: A curriculum study’, International Journal of Art & Design Education, 31(2), pp. 166–179. doi:10.1111/j.1476-8070.2012.01737.x.