Student and lecturer perceptions of the one-to-one tutorial in undergraduate fine art

Abstract

Historically, the individual tutorial has been seen as an opportunity to focus on the student and the student’s particular needs. The aim of this study was to discover more about both student and staff perceptions of the one-to-one within an undergraduate fine art course. Ten online tutorials were observed over a five-month period and twenty follow-up interviews undertaken with students and lecturers, using a structured set of questions. There was broad agreement that good communication and dialogue were at the root of a successful experience, with students particularly valuing the strength of their relationship to their tutor. In addition, the opportunity to talk to a practising artist could have a validating effect on the student and help to bring them into the community of fine art practice. This supports existing research which has stressed the importance of empowerment and legitimation in the process of forming an identity as an artist.