Part of the PGCE requirement is to be observed by a colleague and for myself to observe one of their sessions. This blog is a reflection upon my colleague Dr Adriana Ortiz from the school of Engineering, Environment and Computing.
Her feedback is invaluable, firstly on the actual teaching practice and principals and secondly because we work for different schools the environment in my school is very different engineering, so it is interesting to compare the two and see what practices we can both adopt, in our own pedagogy.
Anyway lets crack on. The session that I was delivering was around the subject of colour correction in Adobe premiere.
I will quickly cover the theory of the session before I move onto the reflection.
Colour correction is one the most enjoyable, creative & scientific subjects of post production to teach.
It combines not only the creative theory of colour but a correctionist.
It combines not only the creative theory of colour but a colour correctionist will have to apply the rules of colour science to the film that they are colour correcting.
colour correction is pretty simple when starting off with the bedrock stuff. I firstly get the students to understand the basic science, so for example if they haven’t colour balanced or white balanced their cameras correctly, they would need to apply colour correction to the shot.
A lot of students I find get colour correction and colour grading totally confused. Firstly colour correction is to fix the picture and grading is to give the film a certain ‘cinematic’ look to the film.
We then go into the software’s specifically Adobe Premiere and look at the colour wheel and start applying theory with dis-coloured images and video support material for critical analysis.
By the end of the session students should be able to understand the basic principals, be able to use the colour monkies for collaborating their screens and then finally understand the perfect colour correction environment.
Students should be able to describe and understand terms such as contrast, pivot, temperature & tint.
While applying skills in slop offset and power also known as SOP with their colour decision list values.
Adrianas feedback was invaluable. Firstly for the positive feedback in my stregenths as an educator. I try to give feedback to students individually during my sessions and will constantly ask them to feedback their knowledge by key questioning and asking them for examples. My use of technology within my practice more than likely exceeds a standard use of technology due to the nature of my job role and the degree courses that I teach.
Interesting that Adriana feedback for development was to slow my pace down. This is something that I have always been aware of, especially since teaching in South-East Asia where I had to consider the pace of my own speech for clarity and understanding. Adrianna herself is bi-lingual so I totally appreciate her stating this. To challenge and change this, I just have to practice mindfulness with the pace of my own speech and tempo to the class.
I think a big impacting factor is the amount of time that is allocated to students for technical skill development. 1 hour is not enough to teach a subject like this and our students are very driven to learn more skills.
They understand that the theory behind their degrees is super important but also the technical skills are essential, as the allow them to project the theory and their own creative outlet. How this could be tackled is to implement specific flipped learning techniques, this way of learning was theorised by J.Bergamnn & A.Sams.
…” Students become the agents of their own learning, rather than the object of instruction”… ( N.Hardman & P. McKnight)
How I do this is by running an Adobe club every Wednesday and using social media platform to share stretching tutorials that are found on Digital Arts magazine, Adobe TV and through the Adobe Education Community.
I think that I need to make sure and practice clearer objectives of the tasks the students have to complete. Here thr idea of using a check list would be massively useful, not only the students to monitor their learning but to also identify students who maybe feel they need further development and stretching exercises.
How this could be further implemented into my practice would be to use individual learning plans, which could be plugged into moodle. This would therefore act as a tracking record of progress. I am also working with the Digital Media Learning Lab as a disruptive educator and we have some other projects that we are testing to see if there is a more functional and covenant way to monitor skills, which could then be shared on professional sites such as linkedin and Behance.
Overall I think it was a successful session and Dr Ortiz gave me an equal good/excellent in my teaching, so I was pretty chuffed with that result. I love to get feedback from my peers and its also really healthy to consider observing other lecturers and skills instructors to develop our practice. Observations should not be seen as a big scary thing, but more of a way to enhance ourselves, share ideas and become the best educators we can be.