James Johnson-Perkins, The University of Nottingham, Ningbo, China
2020 PEOPLE International Journal of Social Sciences  
Exploring aspects of: (CELE) Department, from 2014-20. This paper looks at aspects of: Design and planning of learning activities, teaching support of learners, assessment and feedback, the development of effective learning environments (and approaches to student support and guidance) and also at continuing professional development relating to research and scholarship. It also reveals aspects of two case studies pertaining to leadership and coaching. The course modules pertained to in this
more » ... are: (ADGA) Architectural Drawing and Graphics A. This introduces students to basic fine arts and design skills. (ADGB) Architectural Drawing and Graphics B in the second semester builds on the fine arts and graphics skills learnt in Semester one, with an emphasis on architectural drawing and representational skills, in addition they produce 3D models and project work. Principles of Design (PD), which is also completed in the second semester, introduces students to the principles of design and their purpose in the development of design ideas within a range of disciplines, including architecture. Many of the topics, which are taught on these modules, are influenced by a course handbook, The Architectural Drawing Course, Understanding the Principles and Master the Practices (Zell, M. 2010). At first the topics in this book were considered challenging to teach, as many students arrive to this course, with very little drawing or basic art and design experience or knowledge. This is very different from the UK, where students would have arrived at this stage, with a GCSE and an A-level in Art. These students at UNNC are also converting from a Chinese structure of working into a British System. So they also have some problems with English comprehension and they also have difficulties adapting to student led methods of working. Also as Chinese students they sometimes have issues with passivity and difficulties with interaction. (Fry et al. 2001) Design and Planning of Learning Activities The Art and Design courses mentioned here were modernized and re-wrote because originally they had no proper structure. Also, because many of the students on arrival had little or no drawing experience, it was decided that there needed to be a balance between in-classroom drawing lessons, starting at a very basic level and homework studies where they would draw architectural environments, such as buildings and interiors. Previously the students had been working on lots of unrelated projects, PEOPLE: International Journal of Social Sciences ISSN 2454-5899 552 adjustments were implemented. Regarding the Academic Schools ideas/views, a 'questionnaire' was devised, which was sent the various representatives at the beginning of the academic year, to gather information on how well they thought: the CELE FHSS courses and the degree courses were communicating with each other.
doi:10.20319/pijss.2020.61.545555 fatcat:obz4a3pfujgdtp22uqmeweepla