The Invisible College is subject-based online community and is intended to bring together a number of existing national subject communities (CHEAD, GLAD, NAFAE, UKADIA, NAHEMI etc.), in order to share best practice in a drive to ensure contemporary teaching delivery for our subjects.
The impetus originates from discussions at the aforementioned forums, with the debates catalysed by recent staff experiences of the UKPSF and an identified, shared need to substantially revisit pedagogy of art, media and design-related subjects. The network is intended to be inclusive and to share and develop resource toolkits – particularly in the area of group teaching – and to actively engage teachers within the arts, from both Higher and Further Education.
It is anticipated that resources for staff delivering and receiving T-Level students from the digital pathways will feature as a development area given that Norwich University of the Arts is partnered with 2 of the FE pilots (CCN and Suffolk). The name ‘Invisible College’ itself refers to 17th and 18th century dialogues between thinkers, philosophers and scientists who wished to describe shared dialogues across institutions, generations and existing, physical structures. The paradigm of The Invisible College, as applied to creative arts subjects, refers to the creation of a network that would serve to re-open the dormant discussions of what constitutes contemporary delivery for creative subjects in the 21st century, with all that entails. The paradigm in this sense could become the overarching conceptual framework within which the discipline of creative teaching operates.
To create a network that connects and engages experienced and early careers teachers in creative subjects in to explore specific themes around the effectiveness of creative teaching in the 21st century.
To raise fundamental questions around how the legacy/current orthodoxies of art and design teaching deliver knowledge and skills to millennial learners.
The network aims to venture beyond the virtuous signifiers to raise genuine issues around intellectual and environmental sustainability, equality of experience and the value of contact.
To address group teaching as a viable subject activity and to challenge the continued reliance on the conventions and challenges associated with the group critique.
CHEAD is encouraging members to sign up to the network here