A selection of participants’ drawings

My micro teach raised many issues that I could develop, eg. thinking ahead to the action research project and my interest in Drawing. Teaching points: introduce ideas visually and verbally before inviting engagement in planned activity. This can provide a context for the task and help participants to understand what they are being asked to do and how they might mentally prepare themselves. Plan specific questions for a group crit. Consider the time of day, student ‘journey’, when planning activities. Drawing is an enjoyable activity that can serve a wide range of purposes. How could I develop object based learning in a context of multi-sensory learning to engage, encourage, challenge all students including neuro-divergent individuals within established or new schemes of work? Theoretical ideas: further research practical strategies for inclusive teaching including historical, social, political, cultural contexts of Drawing. How might Drawing be developed and utilised for different disciplines and purposes? Further research into ’embodied practice’, auto-ethnographic approaches to Drawing. How might my research, pedagogy and creative practice be informed by Qona Rankin’s studies on the ‘links between drawing and dyslexia’ (having been recently diagnosed as dyslexic)? (How) does my diagnosis alter my perspective on teaching and learning?