Christopher Wiley

This collection of essays explores the myriad ways in which the women's suffrage movement in Britain in the nineteenth century and twentieth century engaged with, and was expressed through literature, art and craft, music, drama and cinema. Uniquely, this anthology places developments in the constituent arts side by side, and in dialogue, rather than focusing on a single field in isolation. In so doing, it illustrates how creative endeavours in different artforms converged in support of women's suffrage. Topics encompassed range from the artistic output of such household names as Sylvia Pankhurst and Ethel Smyth, to the recent feature film Suffragette. It also brings to light under-represented figures and neglected works related to the suffrage movement. A wide variety of material is explored, from poems, diaries and newspapers to posters, dress and artefacts to songs, opera, plays and film.Published in the wake of the centenary of many women receiving the parliamentary vote in the UK, this book will appeal to scholars, undergraduate and graduate students, and members of the public interested in the broad areas of women's history and the women's suffrage movement, as well as across the arts disciplines.

Electronic voting systems (EVS) have enjoyed widespread use in university classrooms since the 1990s, primarily in disciplines such as the STEMM and business subjects. In this narrative account, I explore the adoption of this learning technology within the less well-documented domain of arts and humanities education, incorporating my motivation for starting to use EVS, the development of these teaching activities over time, and their impact on the student learning experience. It outlines several of the many different ways in which EVS has been employed within my classes, including multiple choice questions (MCQs), polls of audience opinion, questions for which there is more than one equally valid answer, and the use of Likert scales, multiple responses, priority ranking, conditional branching, demographic comparison, moment to moment, and text-based responses. It discusses pedagogies associated with EVS such as peer instruction and game-based/team-based learning, addresses some of the reasons that may hitherto have discouraged arts and humanities teaching from embracing EVS more wholeheartedly, and considers the use of EVS in tandem with other learning technologies including lecture capture, flipped teaching, and online discussion forums. Finally, it offers advice (much of it transferrable to disciplines beyond the arts and humanities, as well as beyond higher education itself) on a range of pedagogical and technological issues for the benefit of those contemplating the adoption of EVS in their teaching, and reflects on the future potential of EVS and some of its most recent developments.