Levelling the Playing Field: A Case Study on the Benefits of Integrating Student Feedback Through Fluid Course Development

A challenge in teaching and course planning is striking the balance between the skills and knowledge students need to learn and the timeliness of the information available to explore and learn from. In visual arts, students who are hoping to pursue professional practice need legal knowledge, communication skills, and technical skills alongside reflective thinking and time management. But various mediums and disciplines complicate and constrain the process of course development. This presentation explores a case study of documenting fluid course development through integrated feedback to address these complications and teaching in interdisciplinary space. The course to be discussed is a Visual Arts Business Procedures as I taught it at a technical college in a semi-rural area of South Carolina, with teaching methods covering digital and face-to-face praxis. Successful approaches to be discussed include ways of centering student voices, use of engagement to improve depth of learning, knowledge coproduction as a learning process, and creating community across semesters. The discussions and provisional conclusions include how to implement these approaches in low resource settings, while ensuring they met accreditation and assessment standards.