This is a term I use regularly use in my teaching on the architecture and spatial design specialism. Often referred to as a point of reference usually connected to an object or site that acts as a catalyst to ignite or investigate an idea, theme, or approach.
I was confused with this not being an architectural project and the familiarity of my own understanding of the term. This left me feeling unconfident in generating a stream of thought that would be contextually relevant.
Talking to my peers and teaching colleagues, I took time to consider ‘artefact’. On part 3 of foundation, all students undertake a self directed project, with a focus on generating significant research to underpin themes & ideas. I recently delivered a workshop ‘Research Analysis’. Reviewing it I considered that this workshop has potential to focus on inclusivity at its core.
The workshop acts as a guide to techniques for organising, analysing and reflecting on research with the aim of developing thinking and ideas; with the students working in groups. Using visual research that students bring to the session, students are placed in groups where there are similar themes, for example: Social Engagement, Environmental etc. The students mix up their research (images) and as a group reorganise the research using a variety of different sub-themes. The activity is then student led and they record all their outcomes on workflow.
Reconsidering this workshop, the briefing would emphasise diversity and inclusivity (D&I) with a contextual bibliography to research as pre-task to support their themed approach. The research analysis workshop exercises and techniques – which are often ‘knolling’ (a type of organising)– to result in more engaged peer activities and would hopefully impact discussion to ensure more insightful debate. A think-rethink approach.
Some students (on the ASD pathway) were already engaged with programs that held inclusivity at their core (eg, projects for Alzheimers patients, community and faith spaces, young people with mental health issues, spatial experiences for neurodivergent people – all these projects were generated by the 22-23 ASD cohort|) but the activity could be done cross disciplinary at the beginning of projects. I would want to develop this and integrate this into the Part 3 of FAD+ summer school and foundation next year.
Bibliography
Watts, C, (2022) How to Promote Equality, Diversity & Inclusion in the Classroom
https://www.highspeedtraining.co.uk/hub/classroom-equality-diversity/#:~:text=Promoting equality, diversity and inclusion in the classroom helps to,they feel safe and secure
Ofsted, (2019) Education inspection framework Equality, diversity and inclusion statement
Ambrose, S.A. et. al. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
Other sources: