Abstract
This research paper is based on an interview based
case study of experienced and novice Foundation year teachers in an Art and
Design DAI (Degree Awarding Institution) in Pakistan. Foundation year is the
base of any art and design undergraduate program as it not only enable
students’ with tools, techniques and skill of making art but it also empowers
them to become critical thinkers and independent learners. The aim of this
study is to generate effective teaching strategies, tools, and techniques that
might better facilitate foundation year students’ learning needs and provide
teachers with ideas and strategies to become facilitators. Specifically, this
study focuses on strategies that are useful for motivating students to become
proactive learners; for engaging students effectively whereby their learning
goes beyond classroom walls and for building better teacher-student
relationships. Furthermore, the analysis of the findings of the study has also
been used to assess the researcher’s own teaching practice in a foundation
course dealing with Critical and Contextual Studies. This process specifically
involved looking at the role of the teacher as a moderator. The self-reflective
analysis of the researcher’s teaching led to the development of an assessment
tool and recommendation for effective student-engagement that might be used by
other teachers.
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