Talkback: the student experience of learning through verbal feedback in the studio

Butcher, John and Cash, Caroline (2007). Talkback: the student experience of learning through verbal feedback in the studio. In: Teachers' Academy Papers, University of Brighton, pp. 164–168.

Abstract

Studio-based formative assessment has been the traditional learning activity in arts institutions and is part of the tradition of the developing practitioner identity (Blair 2006) This paper reports on a case study within a larger on-going project which is investigating students' experiences of visual assessment and verbal feedback. The case study explores how critical awareness is developed in a studio-based learning community and relates this to Daloz' model of challenge and support. The investigation observes students from BA Hons Graphic Design at University College Falmouth in a 'learning group' session and follows up the experience through subsequent discussion and interviews in order to establish a case study perspective and test generalisability through the experiences and perceptions of other courses in the wider project.

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