Session/artefact to be observed/reviewed: Costumes Principles Two – Text Analysis

Size of student group: 12

Observer: Tanya Noor

Observee: Jess Curtis

 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One
Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

This session introduces the concept of inclusive design in relation to Hair make-up and Prosthetics as a whole and also to their design work in this unit.

How long have you been working with this group and in what capacity?

I have worked with this group as a lecturer on a previous unit about four months ago.

What are the intended or expected learning outcomes?

LO 1: Develop a range of research methods that inform your work and show an awareness of  ethical responsibility (enquiry)

• Students understand the principles of inclusive design
• Students integrate these principles in their design thinking and consider their application in the context of hair and make-up design

Students consider applying their design to a model from an inclusive agency

What are the anticipated outputs (anything students will make/do)?

The student will produce rough drawings that consider diverse models and the way they can tailor their HMUP designs to their needs and attributes. They will create, collaboratively, an environment that is inclusive.

Are there potential difficulties or specific areas of concern?

Potentially triggering for some students

How will students be informed of the observation/review?

This is an online review of the planning and preparation stage, but I will let the students know that I will record their work and activities to be able to reflect on it considering feedback at the beginning of the session.

What would you particularly like feedback on?

I would really welcome any feedback. I am interested to know if this feels accessible and well structured. What else could I consider?

How will feedback be exchanged?

An exchange of written notes and also via an online discussion

Part Two

Observer to note down observations, suggestions and questions:

Thank you Jess for sharing a really useful and productive session.

The session was in a seminar room with the students sitting in a semi-circle quite close to Jess, breaking down any hierarchical barriers. The atmosphere was relaxed and it was a small group. There was a power point presentation by Jess which had a good balance of diverse images and text which highlighted focus points. The talk was relevant to the hair & make up context, with historical, cultural and social references. The students were a bit shy at first but Jess successfully encouraged them to communicate. As so often is the case there was one student who was more proactive and through conversation with him the rest of the group began to contribute. Jess manoeuvred the conversation cleverly to include relevant points and cover the LO’s. There was a practical element to the session which involved rearranging the space they were in, which was well received by the students. Encouraging the students to communicate and to be proactive. The practical was a bit difficult to start with, as they were a bit shy. However Jess motivated them without being intimidating or demanding and encouraged brainstorming of ideas. Jess did some role playing to engage the students in some deeper analysis which was successful and led to effective teamwork. The session effectively reflected the theme of inclusivity and its relevance within the industry. Perhaps moving forward you could include some prep for the session so students have to research an example of inclusivity within industry to briefly present to each other either in small break out groups or as a whole group. This could act as a bit of an ice breaker/warm up to get them a bit more proactive for the rest of the session as well as useful research. Overall this was a very successful session with good motivation techniques and relevant content.

Jess’ friendly approach and gentle encouragement built confidence among the students, the learning journey was clear and great to observe.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Thank you, Tanya, for your insight and suggestions!

I am glad that the session felt relaxed and inclusive in terms of delivery and material: if you have an amount of material to share it is sometimes challenging to keep a steady pace and consider how to embody the very ethos that you are teaching. Seeing the arc of a session as a whole and trying to build in choices or options that mean that your students can receive your input in a way that suits them needs time which it can be hard to find within a taught session, so it is an excellent idea to include some pre-prep.

This also means that the session begins with an element that is personal to and reflects the interests of the student in relation to the subject. I will build this approach into my upcoming session on sustainability to help me engage the class and to get a sense of their understanding of how this looks in industry. Sharing and reacting to what they find will be a great springboard for the rest of the session, as well as helping us to build up a bank of research (as you say) that they can refer  to again later!

(For Observation 3 please click on ← Older posts at bottom of page)