Courses and other material

 Courses and Levels  I taught at MCAST Art & Design

MCAST-BTEC Higher National Diploma in Fine Arts (level 5)
Yr 1 & Yr 2

Unit 1: Drawing in Fine Art
Unit 12: Painting in Fine Art
Unit 21:Site Specific Art
Unit 7: Materials & Processes in Fine Art
Unit 15: Fine Art Ceramics
Unit 11: Curating and Participating in Fine Art Exhibitions

MCAST-BTEC National Diploma in Art & Design(level 4)
Yr 1
Unit 1: Visual Recording in Art and Design

MCAST-BTEC National Diploma in Art & Design(level 4)
Yr 2
Unit 14: Community Art 

MCAST-BTEC  Foundation Diploma in Fine Art:(Level 4)

Unit 2: Recording and Responding
Units 5:Personal Experimental Studies in Art & Design

Unit 6: Extended Media Development in Art & Design
Unit 9: Final Major Project

MCAST-BTEC First Diploma in Art & Design

Unit 1: 2D and 3D Visual Communication
Unit 2: Explore and Develop Art and Design Ideas

Unit 4: Produce an Art and Design Outcome

MCAST Access Course to Foundation Diploma in Art and Design

Drawing lessons (support)  

MCAST Foundation Certificate in Art and Design
: (level 2)

Unit 1: Visual Communication
Unit 4: Working in Art

An Example of a Lesson Plan

For the first time this year I started teaching Painting in Fine Art to the HND Fine Art students, it was quite a challenge as this group is coming from 2 different backgrounds, half of the group is more design oriented and the other half is more academic. This group needed basic drawing and painting skills.

Introduction of Assignment

Unit 12: Painting in Fine Art (Divided in 4 Tasks)

Course Title: BTEC Foundation Diploma in Fine Art

Theme: Where Do We Come From? What Are We? Where Are We Going?

Purpose and aims of unit: This unit allows students to realise personal creative intentions through painting. Through the process of making paintings, learners can develop an understanding of the potential of traditional or contemporary painting materials and techniques. In this unit they will also use systematic investigation to extend visual thinking and creativity.

Learners should follow an in-depth exploration of painting media and practices with the intent to develop a structured personal approach to this discipline.

Lesson Plan (starting Task 1)

During this 3 hour session students should produce a painting (size A2) of the set objects they have to choose and set themselves prior session. They should work on a primed paper or board. They are asked to study and accurately record tones, shapes and forms.


During this session, students should be able to carry out basic painting techniques and observation skills such as mark making, knowledge of colours (colour wheel and mixing of colours), composition and proportions.

They should be capable to translate the information observed from their still life onto the two dimensional surface in order to create a three dimensional illusion. They should constantly understand the relationship between line, mark making, color and tone.

The most important thing students have to be aware of when practicing drawing and painting skills is the ability to see; seeing is everything not just seeing the object or subject matter but also the image being translated onto the workspace.

Methodology – Teaching Strategies

One to one feedback is constantly given to students while they are observing their still life. As I already mentioned before, observation is one of the most important aspects during the session so I try my best to teach students how to observe and make them aware of things that they should constantly be attentive to. During this session I try to observe students and their performance. I think of different ways to help them train this skill according to their individual needs.

They are continuously observing details and interesting elements in the every day objects they choose themselves. By representing these objects, in their own artistic interpretation, students are automatically practicing and improving their drawing skills. Moreover, through this practice, they are also constantly working on the relationship between the brain (observing) and the movement of their hands. Here students are using their psychomotor skills throughout, as they are learning by doing.


I will prepare a list of Art books and websites from where I can show them different paintings and other works of art. From these references they can observe and study different techniques, colours schemes and compositions. When possible I will also encourage students to visit exhibitions, galleries and museums. This will inspire students and help them discover different painting styles and techniques. I will also suggest some objects from which they can choose to set their own still life.

Tasks for students of different levels and artistic abilities

Since this subject is very practical and each student has to express him/herself differently, I make sure to give individual attention and bring them along at a pace which is suited to them as individuals. This is very important since in our institute we have to teach a variety of drawing and painting techniques to different students with different needs and artistic abilities. Along this, students are asked to repeat the same exercise at home where they can be more free to express themselves without any boundaries; here one can notice more their individual style and artistic abilities.


As I already stated before, one to one assessment is constantly given during this session. During and at the end of this session I will tell them where they can improve and what they should do, to avoid common mistakes. To motivate my students I will make sure to make them aware of their positive skills and abilities.

When we have sufficient time peer-assessment can also be used. This form of assessment also improves the interaction and communication between students. This can be done by asking students to discuss and present their art work and ideas in front of each other. In addition, they can also ask questions to each other about influences, techniques, materials/media and other artistic approaches. When discussing and presenting their own work in groups, students are constantly evaluating their own progress and others’.

One of the most effective forms of assessment involves observing and evaluating the quality of their art work such as their creativity, techniques and other creative skills. One can also use the portfolio assessment; it is easy to judge a student’s progress since one can see it from beginning to end.


Degree Shadowing
Module 3: Art & Design; Design Principles

This year I had the opportunity to be a shadower working with a foreign professor Profs. Erwin. Bauer  in order to familiarize myself with the degree courses, so that next year I will be able to lead the course myself.