Learning environments and the role of feedback in sculpting lessons

References

1. Anna ( 2016;), personal communication with L. Puppe. , Regensburg:, 18 April.
   [Google Scholar]
2. Ardington, A., and Drury, H.. ( 2017;), ‘ Design studio discourse in architecture in Australia: The role of formative feedback in assessment. ’, Art, Design & Communication in Higher Education, 16:2, pp. 157–70.
   [Google Scholar]
3. Bridget ( 2016;), personal communication with L. Puppe. , Regensburg:, 19 April.
   [Google Scholar]
4. Chamorro-Koc, M., and Kurimasuriyar, A.. ( 2020;), ‘ Insights from studio teaching practices in a Creative Industries Faculty in Australia. ’, Arts and Humanities in Higher Education, 19:2, pp. 172–85.
   [Google Scholar]
5. Clara ( 2016;), personal communication with L. Puppe. , Regensburg:, 9 April.
   [Google Scholar]
6. Düzenli, T.,, Alpak, E.,, Çiğdem, A., and Tarakçı Eren, E.. ( 2018;), ‘ The effect of studios on learning in design education. ’, Journal of History Culture and Art Research, 7:2, pp. 191–204.
   [Google Scholar]
7. Fayena-Tawil, F.,, Kozbelt, A., and Sitaras, L.. ( 2011;), ‘ Think global, act local: A protocol analysis comparison of artists’ and nonartists’ cognitions, metacognitions, and evaluations while drawing. ’, Psychology of Aesthetics, Creativity, and the Arts, 5:2, pp. 135–45.
   [Google Scholar]
8. Fiona ( 2016;), personal communication with L. Puppe. , Regensburg:, 22 February.
   [Google Scholar]
9. Giselle ( 2016;), personal communication with L. Puppe. , Regensburg:, 26 April.
   [Google Scholar]
10. Gosling, D.. ( 2009;), ‘ Supporting student learning. ’, in H. Fry,, S. Ketteridge, and S. Marshall. (eds), A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice, , 3rd ed.., New York:: Routledge;, pp. 113–31.
    [Google Scholar]
11. Hanna ( 2016;), personal communication with L. Puppe. , Regensburg:, 7 March.
    [Google Scholar]
12. Henderson, M.,, Phillips, M.,, Ryan, T.,, Boud, D.,, Dawson, P.,, Molloy, E., and Mahoney, P.. ( 2019;), ‘ Conditions that enable effective feedback. ’, Higher Education Research & Development, 38:7, pp. 1401–16.
    [Google Scholar]
13. Hjelde, K.. ( 2020;), ‘ Showing-knowing: The exhibition, the student, and the higher education art institution. ’, Journal of Visual Art Practice, 19:1, pp. 69–85.
    [Google Scholar]
14. Ivette ( 2016;), personal communication with L. Puppe. , Regensburg:, 24 April.
    [Google Scholar]
15. James, P.. ( 1996;), ‘ The construction of learning and teaching in a sculpture studio class. ’, Studies in Art Education, 37:3, pp. 145–59.
    [Google Scholar]
16. Josepha ( 2016;), personal communication with L. Puppe. , Regensburg:, 10 May.
    [Google Scholar]
17. Malmö Art Academy ( n.d.;), ‘ Annual exhibition 2020. ’, Malmö Art Academy , 20 May, https://www.khm.lu.se/en/event/annual-exhibition-2020. Accessed 2 August 2021.
18. Mayring, P.. ( 2014), Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution, Mannheim:: SSOAR;, https://www.ssoar.info/ssoar/handle/document/39517. Accessed 2 August 2021.
    [Google Scholar]
19. Nash, R. A.,, Winstone, N. E.,, Gregory, S. E. A., and Papps, E.. ( 2018;), ‘ A memory advantage for past-oriented over future-oriented performance feedback. ’, Journal of Experimental Psychology: Learning, Memory, and Cognition, 44:12, pp. 1864–79.
    [Google Scholar]
20. Nicol, D.,, Thomson, A., and Breslin, C.. ( 2014;), ‘ Rethinking feedback practices in higher education: A peer review perspective. ’, Assessment & Evaluation in Higher Education, 39:1, pp. 102–22.
    [Google Scholar]
21. PAFA ( n.d.;), ‘ Annual student exhibition. ’, PAFA , 12 May, https://www.pafa.org/school/annual-student-exhibition. Accessed 2 August 2021.
22. Puppe, L.,, Jossberger, H.,, Stein, I., and Gruber, H.. ( 2020;), ‘ Professional development in visual arts. ’, Vocations and Learning, 13:3, pp. 389–417.
    [Google Scholar]
23. Shreeve, A.,, Wareing, S., and Drew, L.. ( 2009;), ‘ Key aspects of teaching and learning in the visual arts. ’, in H. Fry,, S. Ketteridge, and S. Marshall. (eds), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, , 3rd ed.., New York:: Routledge;, pp. 345–62.
    [Google Scholar]
24. Svensson, L., and Edström, A.. ( 2011;), ‘ The function of art students’ use of studio conversations in relation to their artwork. ’, International Journal of Education & the Arts, 12:5, pp. 1–29, http://www.ijea.org/v12n5/. Accessed 2 August 2021.
    [Google Scholar]
25. Tahsiri, M.. ( 2020;), ‘ Dialogue in the studio: Supporting comprehension in studio-based architectural design tutorials. ’, Art, Design & Communication in Higher Education, 19:2, pp. 149–65.
    [Google Scholar]
26. Topping, K.. ( 1998;), ‘ Peer assessment between students in colleges and universities. ’, Review of Educational Research, 68:3, pp. 249–76.
    [Google Scholar]
27. Winstone, N. E.,, Nash, R. A.,, Rowntree, J., and Menezes, R.. ( 2016;), ‘ What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology. ’, Assessment & Evaluation in Higher Education, 41:8, pp. 1237–253.
    [Google Scholar]
28. Yang, M.,, Badger, R., and Yu, Z.. ( 2006;), ‘ A comparative study of peer and teacher feedback in a Chinese EFL writing class. ’, Journal of Second Language Writing, 15:3, pp. 179–200.
    [Google Scholar]
29. Puppe, Linda,, Jossberger, Helen, and Gruber, Hans. ( 2022;), ‘ Learning environments and the role of feedback in sculpting lessons. ’, Art, Design & Communication in Higher Education, 21:1, pp. 85–98, https://doi.org/10.1386/adch_00048_1
    [Google Scholar]