International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
DOI: 10.56734/ijahss
What are the useful teaching strategies to facilitate students’ learning in a Foundation year (higher education) contextual studies art classroom?


This research paper is based on an interview based case study of experienced and novice Foundation year teachers in an Art and Design DAI (Degree Awarding Institution) in Pakistan. Foundation year is the base of any art and design undergraduate program as it not only enable students’ with tools, techniques and skill of making art but it also empowers them to become critical thinkers and independent learners. The aim of this study is to generate effective teaching strategies, tools, and techniques that might better facilitate foundation year students’ learning needs and provide teachers with ideas and strategies to become facilitators. Specifically, this study focuses on strategies that are useful for motivating students to become proactive learners; for engaging students effectively whereby their learning goes beyond classroom walls and for building better teacher-student relationships. Furthermore, the analysis of the findings of the study has also been used to assess the researcher’s own teaching practice in a foundation course dealing with Critical and Contextual Studies. This process specifically involved looking at the role of the teacher as a moderator. The self-reflective analysis of the researcher’s teaching led to the development of an assessment tool and recommendation for effective student-engagement that might be used by other teachers.