Learning environments and the role of feedback in sculpting lessons

Author:

Puppe Linda1ORCID,Jossberger Helen1ORCID,Gruber Hans2ORCID

Affiliation:

1. 0000000121905763University of Regensburg

2. 0000000121905763University of Regensburg and 0000000120971371University of Turku

Abstract

At universities and academies, teaching and learning occur in a range of environments as art students continue to develop their skills. The aims of the study were to determine how art students evaluate the role of their learning environments in achieving their learning goals, and what kind of feedback they consider important for their artistic development. Therefore, ten university students were interviewed. They were advanced art students who had successfully completed different courses in sculpting. The findings indicate that during studio learning the students addressed technical or formal problems related to their artworks, as well as how to implement their artistic intentions, with the help of feedback from lecturers and fellow students. All participants referred to experimentation and trying out different materials, forms or motifs as central to their artistic development and said that exhibiting their own artworks in public as part of university projects motivated them to continue.

Funder

Mercator Foundation

Publisher

Intellect

Subject

General Arts and Humanities,Communication,Education

Reference29 articles.

1. personal communication with L. Puppe,2016

2. Design studio discourse in architecture in Australia: The role of formative feedback in assessment;Art, Design & Communication in Higher Education,2017

3. personal communication with L. Puppe,2016

4. Insights from studio teaching practices in a Creative Industries Faculty in Australia;Arts and Humanities in Higher Education,2020

5. personal communication with L. Puppe,2016

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