Advise for selecting children art or craft classes? Click here.
Webpage created: 10 November 2012
Updated: 24 July 2013
Updated 31 August 2020
Webpage created: 10 November 2012
Updated: 24 July 2013
Updated 31 August 2020
ADVISE FOR SELECTING ADULT CLASSES
What makes for a good adult class?
The following serves as a general guide for selecting a high-quality adult course and teacher.
It also doubles as a draft discussion paper for future professional ceramic education standards.
It's important to note that andragogy (adult education) differs significantly from pedagogy (child education). While these methods may appear similar, they remain distinct. Adult learners require greater responsibility and control over their learning processes. Below are some pieces of advice to assist adult students in selecting and participating in their own education.
- Adult Class Size: The size of the class can greatly impact the learning experience. In larger classes, the cost per lesson may be lower due to the teacher's wage being spread across the group. However, this can result in a one-size-fits-all approach, catering to the pace of the slowest or fastest student. In contrast, smaller classes may cost more per lesson but offer personalized attention to each individual's experience and ability. With more interaction between students and the teacher, tailored instruction and guidance become possible, leading to a more immediate and customized learning experience.
- Fixed or Flexible Schedule: Formal classes at institutions like TAFE or universities may have rigid schedules, which can be challenging for those with work or family commitments. Independent or private teachers, on the other hand, offer more flexibility in terms of day, time, duration, and frequency of classes. By directly paying these independent teachers, the focus is solely on providing a rewarding experience, not appeasing administrative demands.
- Course Content: Publicly funded classes often follow a prescribed course of study set by a committee, which may not cater to individual interests. Private classes, however, are more likely to be flexible and responsive to students' specific interests and skill levels. This adaptability allows for deeper exploration of personal and technical interests, guided by an expert teacher. Furthermore, the opportunity to observe and question fellow students enhances the overall learning experience.
- Qualifications of the Teacher: Considering the qualifications of the adult tutor is crucial. A degree in ceramics demonstrates not only creativity but also solid training in materials and a comprehensive understanding of art. Teaching qualifications are equally important, as they equip instructors with a wide range of techniques and strong interpersonal skills vital for effective teaching.
- Professional Development and Experience: Teachers should actively engage in professional development to keep their skills and knowledge up-to-date. Accredited teachers also undergo regular checks to ensure their competence, safety, and child protection awareness. Moreover, experience matters; teachers who have been both artists and educators for an extended period tend to have a better grasp of various situations, fostering a positive learning environment.
- Exhibiting Experience: The ability to teach effectively is enhanced by a teacher's own deep and extensive experience in creating, analyzing, and discussing art. The number of exhibitions and years of experience in exhibiting indicates the teacher's commitment to producing art of a high standard, validated by selection or invitation to prestigious exhibitions.
- Reputation and Word of Mouth: An instructor's professional reputation within the ceramic art community is a reflection of their technical expertise, teaching abilities and length of experience. Look for teachers who have been invited to teach at other ceramic venues, as it reflects recommendations from those venues students, who have attended the studio classes. High numbers of likes on social media may simply indicate a high volume venue, with cheap classes, but very large classes, and mostly short term students. Long term students often are reluctant to publicise their recreational activity, seeking a separate space (a "third room") from work and home, and build real long term friendships with fellow students.
- Writing and Publications: Teachers who have independently published books and articles demonstrate their ability to reflect deeply on art and the art-making process. Such work requires sound judgment, tact, and outstanding communication skills. Look for national and international publications, as they tend to have higher standards. Teachers who participate in workshops, conferences, and speaking engagements demonstrate not only an ongoing passion for art and commitment to their craft, but a thirst for more knowledge and new techniques (which ultimately benefit their students).
Kind regards,
Graham Hay
Webpage created: 10 November 2012
Updated: 24 July 2013
Updated: 31 August 2020
Updated: 19 July 2023