Tag: Portfolio

Portfolio: Micro Teach Session – 7.2.24

After being inspired by the ‘Objects Based Learning’ lecture, I wanted to trial run an idea that I had for my first – year Footwear students, some of which have had very little experience with research and design development.

The Structure

Please see the short video positioned below for an overview of the slides that I produced to support my microteach session.

Prior to the session, the participants has been asked to bring with them an object that represented their identity in some way.

Introduction: I began by introducing the participants to the general premise of the micro teach, but didn’t want to write too much, as I didn’t want them to feel vulnerable, nervous or apprehensive about the task. I also didn’t want them to pre-think and plan what they were going to do, as I felt it would be more advantageous for them to be spontaneous.

Part 1: 1 requested that the participants described their object in words for 5 minutes. This was inspired by the exercise that we did in the Object Based Learning lecture previously.

Part 2: I requested that the participants spent 5 minutes drawing their chosen object in front of them. This was to teach them to look and observe smaller details.

Part 3: The participants were finally asked to spend 5 minutes drawing a new object based on the exercises so far and the object in front of them. This models the process that designers take everyday in the creation of new products or details on products inspired from selected research, or simply what’s around them.

The Results

A screen shot taken of my participants new object designs. Unfortunately the image is not as clear as I’d have liked.

My Notes and Observations

  • Seemingly participants enjoyed the session.
  • Some participants were nervous as doubting their ability to draw – I think it was good not to tell them this in the first instance, so nerves didn’t get overwhelming.
  • One participant expressed a feeling that they wanted to do a good job of the drawing element as she thought we might be showing the work.
  • One participant expressed how much she enjoyed it and how it’s made her feel like she’d like to be a designer.
  • I think it would be helpful in my ‘live’ session with students to go through the learning observations at the end – get them to feedback.

Peer Feedback

  • Good that this was done as a team exercise and that we were doing the same thing collectively
  • Interesting and unexpected output.
  • Great exercise for online space – where there is trust – it felt like a safe space.
  • Unexpected links or questions.
  • Creatively connecting the item to something else.
  • Could make use of padlet ai to create object into something else (I intend to play with this in own time).
  • Some people might prefer to know what’s coming / want to feel more prepared.
  • First writing task – 5 mins too long – would be good to reassign some of that time to end so we can all show / share our work.

Conclusions

Overall, I felt that my session had been a success, with some really helpful feedback regarding how to run the session. I intend to give my students a bit longer on the drawing stage and less time on the writing stage as discussed, as well as time for celebration and reflection of their work.

Blog Post 1: How Self-Awareness can Better Support Students and Lecturers.

The reading of the article, ‘on the spectrum within art and design academic practice‘ (Damiani, 2018) as preparation for workshop two gave me a very different insight to the one I was expecting on picking the article.

As a ‘neurotypical’ person, I selected this article to aid my understanding of ‘neurodiversity’ and how it may be felt and experienced, to better comprehend my students, or at least make a start which should (in theory) then help me to better support them. The included quote, ‘although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared (Armstrong, 2012) because my thoughts regarding the labelling of differences in neurological thinking have in the past questioned how that can be possible, when we are all so different.

However, upon reading the article and after a recent conversation with my cousin, who was diagnosed with ADHD, I can appreciate the use and helpfulness in a ‘label’ to aid with personal, self-awareness and to enable them to access disability support services, of which can help in the planning and executing of daily life (for both neuro-diverse and neurotypical persons)[Further reference: Disability Inclusion Toolkit UAL] . The author pointed out,’ Educational dialogues around neurodiversity focus on it according to abilities and not ‘disabilities’’, as it really helped to clarify for me that neurodiversity is not necessarily a ‘disability’, rather something that could in some circumstances be advantageous, especially in my cousins career development as she is a natural performer and has an extraordinary voice, a gift that she should share.

Diagram describing the different attributes
associated with the different seasons of the menstrual cycle.

It was particularly insightful to read, ’An individual with autism is often labelled a certain way, depicted as the isolated individual who struggles to communicate, has learning difficulties, is socially peculiar and who in certain cases, is a “genius” of some kind.’ because in the past I believe I have been guilty of making this assumption myself. If I were to analyze the reasons why, it would be due to the portrayal of neurodiversity in the media (Imitation Game, 2014, Good Will Hunting, 1997 ). It was striking to read that the author has used his knowledge of his diversity to gain a better self-awareness that enables him to avoid or embrace situations which utilize or exacerbate his autistic qualities. Comparing this to my own reflective journey since becoming a mother in 2020. Although I am not neurodiverse, I recognize a monthly pattern of mood and feelings attributed to my menstrual cycle in which I have different abilities connected to mood patterns which can affect my overall wellbeing, anxiety etc. Towards the latter part of my cycle, I am much more introspective, self-critical, have increased imposter syndrome and find social or outward facing situations more challenging. Whereas, in the middle part of my cycle, I am comfortable being social, and much more confident. Since reading, ‘Wild Power, Alexandra Pope, 2017.’ I have begun tracking and utilizing the different ‘seasons’ of my menstrual cycle to my advantage and have experienced a huge transformation in my overall well-being and productiveness.

Reflecting on this piece and my own self-awareness, I recognize the importance of self-awareness and wonder if more can be done to support students in their own mindfulness journeys, whether divergent or not, to help their interaction with the world on a daily, weekly, monthly and yearly basis and in expressing their individual needs to their tutors and peers nurturing individual journeys in a considerate learning environment.

Further reading: https://www.mooncup.co.uk/blog/the-four-seasons-of-your-menstrual-cycle-how-to-make-the-most-of-them/