During a discussion in this session, (designing and planning for learning across a number of levels.) I noticed that many conversations aimed to “end with questions,” which felt alien and uncomfortable as a technician with a problem-solving focus. I have been taught to find answers to every question brought up, though I do realise the value of learning over longer periods of time. The conversation  in this session shifted towards assessment and learning objectives for both our students and ourselves.

I recalled an Albert Einstein quote, “Everybody is a genius, but if you judge a fish by its ability to climb a tree, it would live its whole life believing that it’s stupid,” The discussion highlighted how even an understanding of this concept can show up in art school, where experimentation can become formulaic and nothing more than a tick-box exercise. I have noticed this in the workshop when students have an idea but want to finish the project as soon as possible. Though I encourage them to test, make dummies, and try different materials to find the best fit for the concept,  often, students take whichever option will complete the project fastest.

Somewhat ironically, we were then led to discuss our own learning objectives for the PgCert.

In the spirit of finishing with questions, here is what came up for me today.
– What does it mean to split people up into A,B,C,D?
– What is the purpose of grades, and putting someone into a grade? What does that person get out of it?
– What does A+, or excellent mean? Does everyone want to be excellent by the predetermined standards?
– How might all of this have an effect on the conceptual and physical work my students are making?

See this blog post for a more detailed exploration of this material.