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Teaching Clay Modelling is Not Easy*1

CASELET, ORGANIZATIONAL BEHAVIOR
ET Cases, 4 Pages

Case Preview

Teaching Clay Modelling is Not Easy

 

In late May 2015, Geetika Dhawan (Geetika) joined as an Assistant Professor in the ‘Fine Arts’ Department of National University of Liberal Education (NULE), a renowned institution for higher learning, located in the National Capital Region of India. As her first teaching assignment at NULE, she was assigned a course on ‘Introduction to Sculpture’, a compulsory foundation course for the first year students of NULE’s undergraduate program. Her course was to start from July 2015 and she was excitedly looking forward to it.

On July 28th 2015, when Geetika entered her sculpture studio to take the first session, a class of 25 students was anxiously waiting for her. After briefly introducing herself and the course, she placed a small clay ball in front of each student expecting that the students would automatically start using it to make something of their choice. On the contrary, students started behaving madly. Before she could say anything, the students were throwing clay at each other, splashing it on the walls, roof, floor and all over the studio. It left her shocked but she didn’t try to calm them, probably realizing that it would not help. What she could see was, perhaps, the archetypal human connection with clay..............

Teaching Note Preview

Teaching Clay Modelling is Not Easy

 

Synopsis

This case captures the experiences of Geetika Dhawan (Geetika), an Assistant Professor in the ‘Fine Arts’ Department of National University of Liberal Education (NULE). The case initially narrates unpleasant events that happened during the opening session of course titled, ‘Introductory Course on Sculpture’ being conducted by Geetika. Later part of the case provides rich information about the case setting and the protagonist. Looking at the events of her opening class, Geetika wondered whether it would be easy for her to teach sculpture making to her students.

Prerequisite Conceptual Understanding/Before the Classroom Discussion

• Booth E, “Seeking definition: What is a teaching artist?”, Teaching Artist Journal, 1(1), 5-12, 2003
• Gurung R. A., et al., Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, Stylus Publishing, LLC. [Chapter 6], 2009
• Nilson L. B., Teaching at its best: A research-based resource for college instructors, John Wiley & Sons. [Chapters 2 and 4], 2010
• Shulman L. S., “Signature Pedagogies in the Professions”, Daedalus, 134(3), 52-59, 2005

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Abstract

This case captures the experiences of Geetika Dhawan (Geetika), an Assistant Professor in the ‘Fine Arts’ Department of National University of Liberal Education (NULE). The case initially narrates unpleasant events that happened during the opening session of course titled, ‘Introductory Course on Sculpture’ being conducted by Geetika. Later part of the case provides rich information about the case setting and the protagonist. Looking at the events of her opening class, Geetika wondered whether it would be easy for her to teach sculpture making to her students.


Pedagogical Objectives

  • To identify the dos and don’ts of first/opening/start-up class
  • To understand the significance of learning objectives
  • To identify appropriate learning objectives to be pursued in teaching ‘Visual Arts’ courses
  • To analyze Bloom’s framework for conceiving and designing ‘learning objectives’ of courses
  • To debate on the most suitable pedagogies for effective teaching of varied academic disciplines especially of the ‘Visual Arts’ courses
  • To understand the concept and role of discipline-specific signature pedagogies to make teaching-learning process effective

Case Positioning and Setting
This case can most aptly be used in Faculty Development Programs (FDPs) aimed at honing the teaching skills of Visual Arts teachers. With some improvisation on the part of teacher trainer, this case can also be used for honing teaching skills of teachers of other academic disciplines as well.


1 While the case is based on a real experience of the protagonist in a real situation, her name and some peripheral facts have been adequately disguised keeping in view the privacy needs of the protagonist.
* FLAME INTERNATIONAL CASE CONFERENCE 2016

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- Abstract
- Caselet
- Teaching Note (**ONLY for Academicians)
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