Thanks to the course leader and tutors, I participated in Unit 3, “Body & Lens”, for the 1st year, CSM, BA, Performance Design & Practice. The course consisted of five days of intensive lectures, with theory-based and practical lectures about shooting and editing in performance. In the practical lecture on shooting and editing, I could teach light settings in shooting and support editing progress in Adobe Premiere.
All the students were very obedient, and they learned things very quickly. Hence, the highlight of the interaction with students was when they immediately reacted, transformed and utilized practically the technique and knowledge I taught in the session. At that moment, I realized that that was the joy of teaching, and I felt that being able to experience this moment was one of the best harvests of this term.
As I touched on this in the case study, these interactive 5-days sessions were an excellent opportunity to examine the content of the 1-hour lecture, the interaction with the students, and the positionality in teaching about what I can teach from my background and experience as a student and as a professional. Also, from the perspective of neurodiversity and differentiation, etc., how to structure the lectures and slides and interact with students. Various issues arose, but I was able to have a fruitful experience leading to the next development in teaching.
Reference
John, P., and Amy D. (2020).” Stepchange: mentally healthy universities”. Universities UK
Floya, Anthias, (2002). “Where do I belong?: Narrating collective identity and translocational positionality”. SAGE Publications