I gave 2, 2-hour workshop on beading/embellishment to second year fashion print students, as part of their brief where they had to use analogue techniques rather than digital.
I received positive feedback from the students, who said they enjoyed learning new techniques and this would be something that they would take forward. The workshop started by showing the groups samples, books that we have in the workshops that they can use as reference/inspiration and followed with showing an example piece that I had made that included all the techniques they would be learning in the session. The rest of the session I divided up into 10-15 minutes per technique, where I would show the group (of 8-10 students) and then consult with them individually.
- OBL: After reading and reflecting on the importance of Object-Based Learning as outlined by Hardie (2015), I would incorporate more of this approach into the workshop. I initially felt that providing samples and examples would enhance the session, offering students visual references to inspire and guide their own work. However, upon further reflection, I believe it would be more beneficial to encourage deeper, initial observation of the samples and techniques. By prompting students with questions such as: What was the maker trying to achieve? What materials can you identify in the sample? What tools might have been used? I could promote a more inquisitive and reflective mindset. This approach would engage students’ senses—particularly touch (Hardie, 2015)—and encourage a more thoughtful exploration before delving into the process of creation.
- Record the session: Encourage students to document techniques through videos and drawings so they can refer back to these resources when revisiting the technique in the future. While I encouraged students to repeat challenging techniques in hopes of creating some sort of muscle memory, I realise that this approach may not fully accommodate the diverse learning needs of all students. It would have been more beneficial to have a tangible resource (other than the samples they make) by way of some instructions on the breakdown of each technique for example, that they can reflect back upon.
- Conclude the workshop: I feel to better conclude the workshop in future, there would be several ways to round up what students have learnt, one being to include peer to peer feedback, asking each student to share their favourite technique, along with an explanation of why they chose it and where they might apply it, would provide an opportunity to stengthen dialogue and develop language around the technique. This would also encourage critical reflection on their work. Additionally, it validates natural peer comparison, helping students engage in more effective self-reflection, as suggested by Race (2001).
By integrating these strategies, and taking on a more rounded approach to teaching the workshop, I feel that it would help students develop both technical skills and reflective practice.
References:
Hardie, K. (2015). Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. [online] Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/kirsten_hardie_final_1568037367.pdf.
Race, P. (2001). A briefing on self, peer & group assessment. York: York : Learning and Teaching Support Network, 2001.