Author Archives: Adam Gibbons

w’en mi jus’ come to Landan tounmi use to work pan di andahgrounbut workin’ pan di andahgrouny’u don’t get fi know your way aroun’ Linton Kwesi Johnson, Inglan is a bitch, 1980 Introduction and Context This report develops my proposal … Continue reading →

“‘Just get some supplements and everyone will be fine’.Everyone will not be fine.” Maggie Nelson – LARB Radio Hour, 2025 My proposed intervention invites students to come on walks from the college to explore and observe the environment around Elephant … Continue reading →

Revisiting the events surrounding the murder of Stephen Lawrence in this unit was a visceral reminder of the racist attitudes that I heard growing up in the south of England in the 1990s. Describing her insistence on a discourse grounded … Continue reading →

The secular foundations of the university can surface in ways which may deny a sense of belonging for people for whom religion plays a part in their lives[1]. The Equalities Act 2010 recognises religion or belief as a protected characteristic and in … Continue reading →

The experiences shared by disabled individuals highlight the barriers that inhibit their participation in ‘typical’ settings. Their accounts reveal a pervasive social expectation to personally address systemic obstacles that create disabilities for specific people. Deaf artist Christine Sun Kim confronts the prioritization … Continue reading →

How do you assess and/or give feedback for learning? “To ensure good evaluations one had to ensure that students felt good.” (hooks, 2010, p. 85) Context (ca. 50 words) As an academic staff member I am involved in regular assessments[1]. … Continue reading →

How do you plan for and support student learning through appropriate approaches and environments? Context (ca. 50 words) I run the second semester unit on BA Design for Art Direction in which students work on analogue and digital objects, produce … Continue reading →

How do you use evidence-informed approaches to know and respond to your students’ diverse needs? Context (ca. 50 words) I teach all 3 years of BA (Hons) Design for Art Direction. The sessions I run are varied and involve working … Continue reading →

Record of Observation or Review of Teaching Practice    Session/artefact to be observed/reviewed: Patchworking an Otherwise (MA Fashion Module) Size of student group:  53 Observer: Adam Gibbons Observee: Christin Yu Note: This record is solely for exchanging developmental feedback between colleagues. … Continue reading →

  Image of some objects used in my object-based learning micro teach Context I developed this Object Based Learning (OBL) micro-teaching session in relation to a unit I’m running with year two BA Design for Art Direction students. For their … Continue reading →