Placed at the very heart of the course’s learning strategy, MA Applied Imagination employs learning and teaching approaches based on the methodologies of peer learning, reflective practice and action research.
The early part of the MA Applied Imagination course involves a number of short and varied group projects and presentations, during which students circulate from one team to another. This offers every student the chance to benefit from the wide range of creative and cultural backgrounds of their peers:
Students receive feedback on all projects from both their peers and the teaching staff. Crits and peer feedback are received during lively and informal studio sessions, which whenever possible bring together both full-time and part-time modes of the course:
This artefact was created in response to the brief “How would you design AND TEST a fully operational Time Machine?” Students are always given the opportunity to examine and review the work of their peers, before participating in peer-feedback sessions:
Two full-time students lead a team presentation, during which they explain the concepts behind their particular response to the Time Machine brief:
Many students’ responses to project briefs result in an outcome which is expressed as a process, rather than a physical artefact. Here another team presents its Time Machine outcome – which involves participation in a time-travelling journey of self discovery, undertaken by other members of the student cohort: