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Author Archives: Hannah Kemp-Welch
Blog post 3: Race
Reading Rhianna Garrett’s article Racism Shapes Careers (2024) leads me to reflect on my privilege as a white PhD student and associate lecturer at UAL. Early on, the article provides statistics showing just how poor representation of people of colour … Continue reading
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IP Unit: Reflective Report
Introduction This report reflects on my intervention design for the Inclusive Practices unit: a recurring drop-in Listening Group for staff and students at UAL. Rooted in my positionality as a sound artist, educator, and PhD researcher, the intervention explores listening … Continue reading
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Blog Task 2: Faith, religion, and belief
As an educator, I hope to foster a learning environment where all students feel heard and valued. Reading Dr. Haifaa Jawad’s article Islam, Women and Sport: The Case of Visible Muslim Women (2022) has prompted me to reflect critically on how my … Continue reading
Posted in Inclusive Practices
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Intervention summary proposal
Intervention: Listening Practice for Inclusive Pedagogies This intervention offers a recurring drop-in listening workshop for students and staff, inspired by composer and feminist thinker Pauline Oliveros’ proposal to ‘listen to our listening’. Each session provides a space for participants to … Continue reading
Posted in Inclusive Practices
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Blog Task 1: Disability
While watching the UAL video The Social Model of Disability, one line stood out to me: ‘Sometimes I feel like I have to tell people my life story just to get what I need’. This brought to mind Kimberlé Crenshaw’s … Continue reading
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Case Study 2: Plan for and support student learning
This term, due to illness, a member of the permanent staff was signed off, and I was invited at short notice to lead a unit for second-year students. The course leader informed me that the unit required revision, as the … Continue reading
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Listening
I found the text The Importance and Difficulties of Listening Skill: A Description (Gultom, Utari, and Rahmawati, 2023) interesting, as listening is the focus of my PhD research. The text positions listening as a skill, implying that it can be … Continue reading
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Case Study 3: Assessing learning and exchanging feedback
During a PgCert session, we had an extensive discussion about the challenges of ‘group crit’. My own experiences from a teaching perspective had been mixed. In a recent undergraduate session, only five students attended—one arrived extremely late, another didn’t speak … Continue reading
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Microteach
As a teacher in the Sound Art department, the brief to create a session centered around an ‘object’ initially mystified me. After reading Engaging the Senses: Object-Based Learning in Higher Education (Chatterjee & Hannan, 2015), I understood that object-based learning … Continue reading
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Review of my practice by a tutor
For this exercise, I opted to write a detailed plan for a class, and to ask for feedback on this document from my tutor Linda Aloysius. We had an online meeting on 27th February, where Linda provided verbal feedback on … Continue reading