In crits for instance, it is not uncommon still for tutors to dominate the talking. The idea of project based learning, which is presented as innovative practice in many books on teaching strategies, has been common in art and design since the 1960s. In the best circumstances students work in groups. Increasingly design programmes are organised so that students have to work in groups, reflecting the realities of the outside world. Where it occurs this is successful and effective.
Students do collaborative project work, help each other learn and assess one another.
In fine art study this is much less common. Every fine art student's curriculum is a different one - it could be said that they each have their own independent negotiated curriculum. It is probably this involvement in active learning, taken for granted by art and design educators, and applauded by disciplines outside that have led to the belief that there is no call for improving teaching and learning in art and design. But features associated with surface approaches can still be found. The tutor who, even unconsciously, sets up a model of what is an acceptable painting can influence what the students produce.