Teaching large groups in the context of printmaking
from my point of view:
-The setup of the studio is different to the usual (clusters of tables for groups of 4 to 5) and the presence of the two screens indicate that the session will be different – one studio is cleared / other with screens.
-Students understand the type of image the screenprint makes once they see their peer’s work. Students have a go at pulling the squeegee, but technicians take charge (my arms hurt)
-The work being “revealed” (especially with the second layer) causes excitement in students, they observe and congratulate each other / not structured like a crit, there is an organic way of seeing each others work
References:
Tjora, A (2006). writing small discoveries: an exploration of fresh observer’s observations Qualitative research.
Jones, L. (2010). documenting classroom life: how can I write about what I am seeing? Qualitative research.