Staff Profiles

 

• Learning and Teaching Support Team (2020); team member
• Subject coordinator of MA in Education: Artist Teacher Practice (2006-present)
• Co-subject coordinator of MA in Education: Open Route (2016-2019)
• Developing interdisciplinary PhDs between School of Education and Fine Art (2019)
• Doctorate in Education dissertation supervisor (2018-present)
• MA in Education dissertation supervisor (2008-present)
• Undergraduate dissertation supervisor (2014-present)
• Faculty representative for Student Research Launch Pad and GetPublished! Conference (2019)
• Faculty champion for HEA applications (2019)
• Internal mentor for the Art and Design Foundation programme, School of Arts, Oxford Brookes University (2016-present)
• Widening participation representative for School of Education (2018-present)
• Employability representative on the Faculty Employability group (2019- present)
• Academic poster workshops to postgraduates, undergraduates and staff CPD (2018-2020)

Modules taught

Postgraduate

ED50: MA in Education Artist Teacher Practice

• EDUC7033 Integrating Artist Teacher Pedagogies in the Classroom
• EDUC7034 Developing Personal Artistic Practice

ED50:MA in Education

• EDUC7008 Investigating Professional Practice (ATP route)
• EDUC7001 Research Methods (ATP/ Visual methods route)
• EDUC7002 Dissertation (ATP/ Dissertation project route)

Supervision

• Doctorate in Education dissertation supervisor (2018-present)
• MA in Education dissertation supervisor (2008-present)
• Undergraduate dissertation supervisor (2014-present)

Research interests

Key research interests revolve around the arts and culture in education and policy including:

• The transformative nature of artist teacher pedagogies.  How these pedagogies can be applied in other HE settings.
• Learning in museums and galleries. 
• Initial Teacher Education: examining subject specific pedagogic training; recruitment and retention; ITE bursaries.
• Marginalisation of art, craft and design education: implications for policy and practice 
• Teacher continuing professional development
• Visual methods and methodologies
• Arts and cultural policy, pedagogy and curriculum

Research group membership

A member of the Humanistics Perspectives on Education research group, School of Education. 

A member of the Science Technology Engineering Art Maths (STEAM) research group, School of Education. 

A member of the cross- University committee and Humanities and Social Sciences faculty representative for the Student Research Launch Pad which facilitates opportunities for students to publish and their work through a range of platforms and modes (2016-present). 

 

Research grants and awards

2020-22: Brookes Teaching Excellence Fellowship funding awarded to support students' engagement in a University-wide project to develop a consent education programme. 

2020-21: Student Experience funding awarded to develop Phase 1 of the University-wide consent education programme.  

2020-21: A named researcher on the successful bid for Oxford Brookes Research Excellence and Impact Award Scheme.  Funds are being used to work on a quasi-experimental approach examining differences in formal and informal (museum) education.  

2018-19: Awarded internal funding from the Humanities and Social Sciences Faculty Promoting Pedagogies scheme to develop the Students as Researchers academic poster workshops. 

2018: Nominated for a Brookes People Award 2018 for the Team Award category.

2017-18: Awarded internal funding from the Humanities and Social Sciences Faculty to conduct a small-scale impact case study examining how an artist CPD session with teachers and pupils from a Multi-Academy Trust raises the profile of the visual arts across the curriculum. 

2015: Brookes Union Teaching Award for Most Effective Feedback.

Research projects

• Consent education programme (2020-22): this involves co-designing an online resource with student participants. 
• Autoethnographic arts-based research investigating how the findings from the artist teacher impact case study (see below) impacts on how I maintain an artist teacher MA community during the COVID-19 pandemic. 
• My School is in the Museum (2020-21): a named researcher working on a quasi-experimental approach examining differences in formal and informal (museum) education.  
• Project managing the Students as Researchers initiative which involves facilitating the dissemination of research through academic poster workshops. After establishing the pilot (2017-18) I successfully bid for internal funding to develop workshops run by MA artist teachers and delivered to staff and students across the University (2018-present).
• Project managing a pilot study examining the strengths, limitations and feasibility of developing sexual consent workshops for first year undergraduates (2018-present).
• Project managing two research associates who are examining why the artist teacher programme facilitates transformative learning for its participants. Impact data will contribute to an education REF impact study (2017-present).
• Member of the steering committee for the Get Published! Project which facilitates a University-wide academic poster conference for undergraduate and postgraduate students to disseminate research projects (2016-present). Nominated for the Team of the Year Brookes People Award (2018).
• Researching into the impact of art/design continuing professional development for primary educators (2015-present).

Research impact

Successful lobbying of Department for Education to provide art and design secondary teacher trainees with training bursaries (2018-2019).  I chaired a Special Interest Group in Initial Teacher Education for the NSEAD and corresponded with Nick Gibb MP over a year to challenge DfE inequity.  NSEAD news communication can be found here.

Project managing two research associates who are examining why the artist teacher programme facilitates transformative learning for its participants (2018-present).

Further information

2017: 2013 small scale research examining the impact of the closure of the Secondary Art and Design PGCE programme at Oxford Brookes University (2012) was cited by Earl Clancarty, Vice-Chair of the All-Party Parliamentary Group for Art, Craft and Design Education, during a debate in the Lords Chamber, 28 November 2017.  The focus was on Teacher Education: Arts, Crafts and Design; Arts and the Government.

2017: One of eight academics profiled on the new  Research Impact at the UK Parliament, which provides comprehensive information for researchers and universities on how they can engage with Parliament.

2017: Beyond Surface, an art exhibition at The Glass Tank Gallery celebrating ten years of the Artist Teacher Scheme MA in Education. 

2017: Presentation at a Modern Art Oxford event Creative Conversation: She Who Writes Her-story Rewrites History.  The talk Drawing Professional Worlds examines how the Artist Teacher Scheme supports educators to positively address neoliberal agendas in their professional settings through using art as a visual research method.  Rachel drew on Beyond Surface exhibitors’ artworks, artist statements and rationales to support this as well as literature from her doctoral thesis.

2016: Dissemination of the International Journal of Art and Design Education conference presentation on the Humanistic Perspectives on Education Research Group blog.

Payne, R (2016) EBacc and primary testing pushing arts out of the curriculum, Schools Week online.

2016: NSEAD Survey findings report, 2015-16 

 

Journal articles

• Payne R, 'Drawing social worlds: a methodological examination of children’s artworks'
  Qualitative Research Online first (2022)
  ISSN: 1468-7941 eISSN: 1741-3109
  Abstract

  This paper presents one aspect of a sociocultural micro-ethnographic study examining how 11 and 12 year old children formulate meanings when working with an artist in a contemporary art gallery.  My primary focus is an examination of methodological contributions emerging from an imaginative coding and analysis of children’s art.  99 artworks were created in collaboration with the artist and were organised and interpreted using a constructionist interviewing coding scheme.  This unorthodox approach to visual analysis unearthed information that oral accounts cannot provide alone revealing meanings which would otherwise remain dormant.  By intuitively applying the coding framework I expose how participants’ meanings are negotiated by appropriating and re-organising cultural concepts into personalised narratives.  As such, artworks reveal participants’ desires, interpretations and intentions, operating as agentic cultural producers as well as unconsciously reproducing visual epistemologies ubiquitous in Western cultures.   

  Website 
• Payne R, 'The shock of the new'
  International Journal of Art and Design Education 39 (4) (2020) pp.724-738
  ISSN: 1476-8062 eISSN: 1476-8070
  Abstract

  Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur.  Emerging findings indicate that pedagogies of uncertainty enacted within an inclusive community foster students’ experiences of visibility, being heard and valued professionally. This resulting pedagogic context encourages students to take risks in a safe environment and supports them to build sustainable practices applicable to educational and artistic communities alike. In this article I argue that pedagogic conditions which enable these ways of being are just as crucial now, as we live through an extraordinary global crisis. I engage in an autoethnographic analysis of how findings from the artist teacher impact case study can inform my current working conditions during the COVID-19 pandemic. Through reflexive journaling and art practice I document my experiences of transferring face to face content to remote learning platforms. In the process I consider what can be learnt from established artist teacher practices, communities and the values that underpin them whilst I support an online teaching and learning community. Crucially I am concerned with how the opportunities and challenges afforded through remote learning shape my professional practices, and the extent to which pedagogies of uncertainty evident in the artist teacher impact case study are borne out through remote working. 
  

  Website 
• Payne R, '11.30am on a Sunday Morning: Making meanings with Mary'
  International Journal of Art and Design Education 37 (4) (2018) pp.560-573
  ISSN: 1476-8062 eISSN: 1476-8070
  Abstract Marginalisation of the visual arts resulting from the marketisation of education impacts young people’s access to and interaction with culture on a global stage. In England this educational disruption is characterised by inconsistent access to arts-based curricula and democratic pedagogies, where those from lower socio-economic backgrounds are at risk of neglect. Influenced by this political malaise I conducted micro- ethnographic research examining how artist workshops shape cultural interactions of children aged 11 and 12. The research aimed to provide new opportunities for participants living and studying in an area of deprivation in a South of England city with uneven access to broad cultural experiences. Situated in a contemporary art gallery over a two week period the study interrogates how environmental factors affect children’s development from a sociocultural perspective. By analysing conversations and art production, children’s meaning-making formations are revealed. Findings indicate that values underpinning the research partnership and performed by the artist are paramount in shaping development. In turn participants perceive themselves as becoming artists where the reproduction of social practices generates new knowledge and identities. Environmental factors disrupt participants’ experiences of pedagogy exposing power and control at the heart of the English education system. However, with new found agency emerges a redistribution of power performed through dialogue between participants and the cultural environment.Website 
• Payne R, Hall E, 'The NSEAD Survey Report 2015-16: Political Reflections from Two Art and Design Educators'
  International Journal of Art and Design Education 37 (2) (2018) pp.167-176
  ISSN: 1476-8062 eISSN: 1476-8070
  Abstract In 2015 the (UK) National Society for Education in Art and Design [NSEAD] conducted their biggest and most comprehensive survey to date with art and design educators.  1191 teachers and lecturers employed in early years to further education settings across England and Wales responded to the survey, which aimed to capture how government policy since 2010 has affected art and design education. Four key areas were examined: curriculum provision; value given to the subject within the school community; professional development opportunities; and well-being and workload.  The results are troubling, indicating a systemic marginalisation of art and design across all sectors, evident in a reduction in choice, provision and curriculum time, and evidence of falling standards in student attainment at primary to secondary transfer.  We supported the NSEAD with constructing the survey and writing the report and in this paper we utilise the Survey Report to fuel a broader discussion about our concerns regarding the demise of art and design education.  Value is identified as an essential theme and we posit that our subject, largely due to neoliberalist policy agendas, is currently perceived as a ‘bimbo’: attractive, but unintelligent and frivolous.  In this article we pay particular attention to the value of art and design education from a political perspective, challenging narrow government agendas.
  Website 
• Payne R, 'Seen, Unseen Or Overlooked? How Can Visual Perception Develop Through a Multimodal Enquiry?'
  International Journal of Art and Design Education 31 (2012) pp.245-255
  ISSN: 1476-8062
  Abstract This article outlines an exploration into the development of visual perception through analysing the process of taking photographs of the mundane as small-scale research. A preoccupation with social construction of the visual lies at the heart of the investigation by correlating the perceptive process to Mitchell's (2002) counter thesis for visual study and Sontag's (1979) analysis of the function of photography in society. Why visual perception is a fundamental human activity is considered and so positioned as a vital component of art education. Pedagogical implications for teaching visual perception and expertise to others are subsequently revealed, including the appropriate selection of media to construct and communicate meaning through an exploration of subject-matter, and the need to consider symbiotic processes which enable the construction and refinement of perception and meaning for maker and audience. How this contributes to a debate about the purpose of an art education is tentatively examined in the light of current educational policy and ideology.Website 

Book chapters

• Taylor S, Payne R, 'Skills in the Making' in Felcey H, Kettle A, Ravetz A (ed.), Collaborations in Craft, Bloomsbury Academic (2013)
  ISBN: 9780857853912
  

Other publications

• Payne R, 'Beyond Surface'
  Exhibition summary:
  The Artist Teacher Scheme is a national programme of long term continuing professional development for art educators working in a range of settings.  Beyond Surface celebrates ten years of the Artist Teacher Scheme MA in Education at Oxford Brookes University, a programme that supports artist teachers to engage with making practices to enhance their teaching, learning and research approaches. It provides a unique opportunity for artist teachers to be immersed in their own art, craft and design practice and explore its possibilities. This is achieved through ongoing enquiry into the professional artist teacher identity, balancing tensions inherent in the dual nature of teaching and making.  Beyond Surface provides a platform for past and present artist teacher researchers to disseminate their individual visual enquiries to the University, external partners and the local community. Making as research and learning within the artist teacher community are core values predicated on the belief that fluid identity construction and thinking through making engender new knowledge and professional practices.  As a result our aim is to showcase a diverse range of making practices that communicate these shifting professional identities. 
  (2017)
• National Society for Education in Art and Design, 'The National Society for Education in Art and Design Survey Report 2015-16'
  In 2015 the (UK) National Society for Education in Art and Design [NSEAD] conducted their biggest and most comprehensive survey to date with art and design educators. 1191 teachers and lecturers from early years, primary, middle, secondary and further education settings across England and Wales responded to the survey, which aimed to capture how government policy since 2010 has affected art and design education. Four key areas were examined: curriculum provision; value given to the subject within the school community; professional development opportunities; and well-being and workload. A survey was distributed electronically with open and closed questions. I was one of four people who helped design, interpret and disseminate the report, and my contribution is acknowledged on page 4 of the report, although I am not exclusively named as an author. (2016)

Peer reviewed journals:

Payne, R (forthcoming) Drawing social worlds: A methodological examination of children’s artworks.  Qualitative Research.  

Payne (2020) The Shock of the New, International Journal of Art and Design Education https://onlinelibrary.wiley.com/doi/abs/10.1111/jade.12317

Payne, R (2018) 11.30am on a Sunday Morning: Making Meanings with Mary.  International Journal of Art and Design Education, Vol. 37 (4), 560-573.

Payne R, Hall E (2018), The NSEAD Survey Report 2015-16: Political Reflections from Two Art and Design Educators, International Journal of Art and Design Education, Vol. 37 (2), 167 – 175. This was identified as one of the most downloaded articles from this journal in 2018.

Adams, H; Jones, P & Payne, R (2013) Skills in the Making: Craft-Based Teacher Training and Continuing Professional Development.  engage 33: Critical Craft.  London: engage, The National Association for Gallery Education.

Payne, R (2012) Seen, Unseen or Overlooked?  How can Visual Perception Develop through a Multimodal Enquiry?  International Journal of Art and Design Education 31.3 245-255.

 

Book chapters:

Payne, R (forthcoming) Observing beginning Art and Design teachers’ lessons, chapter 14 in P. Gregory (ed.) A practical guide to mentoring Art and Design teachers.  Abingdon: Routledge (submitted to the editor in February 2019).

Taylor, S & Payne, R (2013) Skills in the Making, in H. Felcey; A Kettle & A. Ravetz (eds.) Collaborations in Craft.  Bloomberg.

 

Professional publications, blogs and webpages:

Payne, R (2019) Rachel Payne, president NSEAD: Past, present and NSEAD’s future. AD: The National Society for Education in Art and Design magazine, Spring 2019, Issue 24.

National Society for Education in Art and Design (2016) The National Society for Education in Art and Design Survey Report 2015-16.

Payne, R (2016) EBacc and primary testing pushing arts out of the curriculum.  Schools Week (online), available at: https://schoolsweek.co.uk/ebacc-and-primary-testing-pushing-arts-out-of-the-curriculum/

Payne, R (2016) Drawing a response to the NSEAD’s survey report (2015-16).  Post for the Humanistic Perspectives on Education blog (online), School of Education research group, Oxford Brookes University, available at: https://humanisticperspectivesblog.wordpress.com/2016/12/16/drawing-a-response-to-the-nseads-survey-report-2015-16/#comments

Payne, R (2016) A Modern Magna Carta Challenge. AD: The National Society for Education in Art and Design magazine, January 2016 publication.

National Society for Education in Art and Design (2014) NSEAD Educator Survey: Changes in GCSE and vocational art, craft and design provision since the introduction of the English Baccalaureate (2010-14).

Payne, R (2014) Art and Design Secondary Initial Teacher Education: A Case Study.  AD: The National Society for Education in Art and Design magazine, Spring 2014: Issue 9

Hole, J; Muschamp, P; Payne, R; Whitehead, P; Winters, M & Wood, D (2010) Creative Partnerships National External Evaluation Audit Report 2009: A report for Creative Partnerships.  Creativity Culture & Education/Creative Partnerships/Oxford Brookes University.  

Payne, R (2009) Do art teachers foster talent in their classrooms?  Arts and Social Sciences Academic Press.

 

Exhibitions:

Payne, R (2020) The Anti-Neoliberal Booth, Think Human Festival

Payne R (2017), Beyond Surface, artist teacher exhibition in The Glass Tank Gallery.

Facilitating regular public exhibitions of artist teacher art practice.  The first involved three students publishing and exhibiting a range of artworks in celebration of ten years of the UK Artist Teacher Scheme at Northumbria University (2010).  The most recent involves four artist teachers presenting their artworks as visual research at the School of Education research conference (2019).  

Areas of expertise

• Artist teacher pedagogies; creative pedagogies and curriculum design
• Teacher training and continuing professional development
• Visual methods and methodologies
• Arts and cultural policy, pedagogy and curriculum
• Museum and gallery pedagogy

Membership of professional bodies

• 2020: Fellow Royal Society of the Arts
• 2019: The Higher Education Academy Senior Teaching Fellow status
• 2019: Fellow National Society for Education in Art and Design (NSEAD)
• January 2019 – 21: President, NSEAD.
• January 2018-19: President Elect, NSEAD.
• January 2016-2017: Vice President, NSEAD.
• May 2015: core member of the All Party Parliamentary Group (APPG) Art, Craft and Design Education, organising the re-configured APPG in light of the general election.
• March 2014-ongoing: Council member of NSEAD.
• 2013-14: Chair of Oxford Art Teach (OAT), a voluntary art education group constructed to support local CPD in subject pedagogy.
• 2012: Co-creator of OAT.
• 2008: The Higher Education Academy Teaching Fellow status.

Consultancy

2020: School of Art, Fine Art Undergraduate Programme Periodic Review 

2019: Art and design in the primary curriculum; planning, delivering and assessing the impact of a series of training events aimed to support Newly Qualified Teachers, Early Career Teachers and Arts-Coordinators in primary education. 

2011: Oxfordshire Art Teachers’ group: delivery of CPD to 25 secondary art teachers exploring current developments in art education and how to develop enquiry-based pedagogy in the art classroom.

2007-10: Arts Council England: annual audit of CPD within Creative Partnerships (CP) over three years.   Responsibilities include liaising with colleagues, visiting and analysing data through interviews, observations and scrutiny of documentation; dissemination of analysis. 

2008: Museums Libraries and Archives (MLA): delivery of CPD on Teaching Outside the Classroom at an inset training day for teachers and education officers working in museums and galleries.

2008: engage: delivery of CPD on research methodology and analysis when working with young people with education gallery staff from Modern Art Oxford and MK Gallery, and art teachers from partnership schools.

2008: NSEAD: collaboration in writing group for NSEAD website; changes in 14-19 education in art/design.

2007-8: Stephen Lawrence Trust: contributed to identifying a profile of high ability in visual-spacial applications; use of MA dissertation research of high ability in visual arts in schools; contribution to writing and conducting research with primary and secondary schools with vocational excellence.

2007: Bourton Meadow Primary: delivery of whole school CPD to develop 3d practical skill and theoretical knowledge with the aim to extend creativity across the curriculum.

Conferences

International:

Payne, R (2017) 11.30am on a Sunday Morning.  NSEAD Presidential address at Art and Design as Agent of Change, International Journal of Art and Design Education conference, National College of Art and Design, Dublin.

Payne, R (2017) Drawing Professional Worlds. Paper presented at Art and Design as Agent of Change, International Journal of Art and Design Education conference, National College of Art and Design, Dublin.

Payne, R & Hall, E (2016) Drawing a response to the NSEAD’s Survey Report.  Paper presented at Art and Design Education in Times of Change, International Journal of Art and Design Education (Insea) Regional conference, Austrian Centre for Didactics of Art, Textiles & Design, Vienna.

Payne, R & Hall, E (2016) Art, Craft and Design in Education in the UK: The Current (Damaged) Picture.  Visual paper presented at Drawing, International Journal of Art and Design Education conference, University of Chester.

Payne, R (2011) Seen, unseen or overlooked?  How can visual perception develop through a multimodal inquiry? Paper presented at Centrality of Art, Design and the Performing Arts to Education, International Journal of Art and Design Education conference, University of Chester.

 

 

National:

Payne, R (2020) Is education as we know it, dead?  NSEAD Presidential address at Voices, Value and the Visual Arts, National Society for Education in Art and Design Conference (online). 

Payne, R (2020) Academic Poster Design, an asynchronous resource for academics presented at the Brookes Learning and Teaching Conference

Payne, R (2020) Unlearning/releaning through Practice Based Pedagogies, at Principles into Practice School of Education research conference, Oxford Brookes University

Payne, R (2019) Art and design education: Our unique contribution. NSEAD Presidential address at Art, craft and design is … shaping the future, National Society for Education in Art and Design Conference, Hepworth Wakefield.

Payne, R (2019) Building the arts back into the curriculum. Paper presented at the OTSA Deputy Head Teachers’ Conference, Oxford.

Payne, R (2019) Drawing social worlds.  Paper presented at the School of Education Research Conference, Oxford Brookes University.

Payne, R; Kinch James, H & Moreton, A (2019) Students as teachers and researchers: The dissemination of student-led academic poster workshops.  Academic poster presentation at Rising to the challenge: Reflecting a climate of change and opportunity in higher education, Brookes Teaching and Learning Conference, Oxford Brookes University.

Payne, R & Bird, J (2019) Developing curriculum in partnership: embedding the visual arts.  Paper presented at Oxfordshire Head Teachers’ Conference 2019, Stratford-upon-Avon.

Payne, R (2018) Misrepresentations of art and design in Initial Teacher Education.  Paper presented at the All-Party Parliamentary Group for Art, Craft and Design Education, House of Commons.

Payne, R (2018) Conference organiser of The Artist Teacher: Practices and Pedagogies Conference, Pitt Rivers Museum. 

Payne, R & Jackson, I (2018) Affirming the Arts: Impact of The Big Draw Project in a Multi-Academy Trust.  Professional dialogue and presentation at the Think Human Festival, Oxford Brookes University.

Payne, R (2018) Drawing Professional World.  Paper presented at the Faculty of Humanities and Social Sciences Research Conference, Oxford Brookes University.

Payne, R (2017) Drawing Professional Worlds.  Paper presented at Creative Conversation: She Who Writes Her-story Rewrites History, Modern Art Oxford.

Payne, R (2017) Initial Teacher Education: A secondary perspective.  Paper presented at All-Party Parliamentary Group for Art, Craft and Design Education, House of Commons.

Payne, R (2015) Visual art and creativity.  Workshop delivered at Creativity for Change in Language Education conference, Oxford Brookes University.

Steenberg, L & Payne, R (2013) Interdisciplinary Film Club.  Paper presented at Creative Futures at the heart of art, craft and design education, NSEAD conference, Oxford Brookes University.

Payne, R (2013) Artist Teacher Scheme: An overview. Paper presented at Creative Futures at the heart of art, craft and design education, NSEAD conference, Oxford Brookes University.

Payne, R (2011) How do Art and Design PGCE trainees develop professional practice when working with a craft expert? Paper presented at School of Education Research conference, Oxford Brookes University.

Taylor, S & Payne, R (2011) The advantages and limitations of PGCE student teachers working with craft practitioners.  Paper presented at Collaborative Crafts conference, Manchester Metropolitan University.

Payne, R (2011) Seen, unseen or overlooked? How can visual perception develop through a multimodal inquiry? Paper presented at a School of Education seminar series, Oxford Brookes University.

Payne, R (2010) Do art teachers foster talent in their classrooms?  Paper presented at the NSEAD conference, British Museum.

Taylor, S; Mindell, C & Payne, R (2010) Skills in The Making. Paper presented at the NSEAD conference, British Museum.   

Payne, R & Mossop, S (2008) Partnership in the Oxford Brookes University – Modern Art Oxford Artist Teacher Scheme. Paper presented at the Artist Teacher Scheme conference, NSEAD, Tate Modern.

Other experience

External Examiner roles:

2014-2017: External Examiner for Northampton University BA Primary Education art and design specialism

2009-2012: External Examiner for Colchester Institute Artist Teacher Scheme

2008-2012: External Examiner for Birmingham City University PGCE art, craft and design

2000-2004: Head of Art, Icknield Community College, Watlington, OX49 5RB

Further information

Learning, Teaching and Management Experience

• School of Arts Periodic Review (2019): panel member.
• BA in Photography validation (2018): panel member.
• ED50 MA in Education (2017-2018): chaired subject course committee meetings.
• ED50 MA in Education (2014/ 2018): contributed to PDT revalidation events.
• ED50 MA in Education Participative Process Review (2017-18): co-planned, delivered and assessed the event with the Programme Lead; it was attended by subject coordinators and the wider support team (admissions, finance, marketing, programme administrators).
• Foundation Degree in Creative Arts and Design Practice revalidation (2016): panel member.
• Module leader for U70131: Children and the Media (Level 5, 2015-18); U75105: Understanding Media (Level 4, 2012-2016), and U75136: Making News (Level 5, 2013-16).
• Deliver practical art sessions to Primary PGCE students as part of the U71285: Arts and Humanities module (2015-2017).
• Brookes Union Teaching Award for Most Effective Feedback (2015). As a result of receiving this award I was invited to work with a Principal Lecturer in Student Experience (PLSE) to co-deliver a number of cross-faculty assessment workshops (2016).
• Project planning and delivery of the Modern Magna Carta Challenge, a project linking schools and colleges to the University as part of the national Magna Carta 800 Committee celebrations (2015).
• Secondary PGCE Partnership Liaison Tutor (2012-13).
• Subject coordinator of the Secondary PGCE Art and Design programme (2004-2012).
• Module leader for Postgraduate Certificate in Advanced Educational Practice in Early Professional Development (2007-2010) and Mentoring New Teachers (2008-2009).
• Excellence in Cities Gifted and Talented programme (DfES/DCMS funded, 2004-2007).

Further information

Instagram handle: @drrachpayne