Author: Sara Massieu

Since I started teaching at UAL, I have struggled with the education system separating ‘academic’ and ‘technical’ teaching. I think it doesn’t make sense to divide theory from practice. I come from a country where the education system is integrated. All teaching staff is referred to as ‘academic. ‘ The same person can teach both […]

Assessing learning and exchanging feedback As a technician, I have a different relationship with students. One reason is that technicians don’t assign grades for students’ work. Because of this, I feel the relationship is less hierarchical, making it easier for students to ask questions and share their work. Another aspect of my connection with students […]

Planning and teaching for effective learning Since last summer, I’ve been creating an archive of resources that students can access whenever needed. I began by developing a Padlet of photography resources. This compilation includes different types of resources, such as highlights from my presentations, YouTube tutorials, video tutorials I created, magazine articles, LinkedIn Learning courses, […]

I reviewed the lesson plan for an online video game zine workshop for year 3 students in the illustration bachelor’s degree program. The workshop topic is really interesting, especially since videogame zines are not widely known. Including an email with trigger warnings for sensitive topics is an excellent approach. At the same time, discussing sensitive […]

I am happy to hear that I could create a welcoming environment at the beginning of the session. I’ve always managed to establish a light and friendly atmosphere with the students in this course. Since I began teaching it, these students have consistently sought support and shared updates on their projects, making the tutorials feel […]

Since I joined UAL as a T&L Technician, organising and planning the technical teaching sessions has been challenging. My team’s technical teaching staff (excluding workshop technicians[1]) consists of only two people for over 300 students across five courses and ten different year groups. Our approach to planning the technical delivery for each term/unit is based […]

It’s interesting to consider how the term “studio” is often associated with a specific physical space, such as a workshop, classroom, or photography studio. However, this definition overlooks other possibilities. It can also make us, as teachers, complacent by leading us to think that just by being in specific spaces, we are already creating studio […]

I was interested to know if the session was content heavy. In the meeting, Fred noted that the session was designed to address gaps in areas that should be covered in other contexts. In my practice, commonly, the academic team designs briefs unaware of what it takes to achieve the desired outcomes. As a result, students arrive at technical […]

Knowing and meeting the needs of diverse learners Ani-Codex Edition 2 MA Animation LCCUK and South Korea students Contextual Background: Ani-Codex is a cross-cultural project uniting UK and South Korea students to create an augmented reality (AR) graffiti installation. Focusing on social climate justice and personal identity, participants face challenges like cultural differences, varying teaching […]