For my micro teach I demonstrated how to create a broken blister effect using modelling wax directly applied to the skin, followed by a student practical of the demonstrated activity.

I chose this activity because it’s quick, fun, has immediate results and a great introduction to transferrable make up skills. Students are engaged throughout, and can work as a group, observing one another’s work as opposed to completing an isolated task.  This helps to build confidence, especially if they have no experience in this area. Encouraging students to look at each other’s work and observe the variation in styles reinforces the idea that there is no right or wrong, it’s about developing skills, adapting to your own unique canvas and discovering your own creative style.

 I have run this activity in previous workshops with a diverse range of learners and the feedback has always been positive. Key elements highlighted are; understanding colour, form and appropriate use of tools. All students have different strengths, some find the sculpting the hardest part, others struggle with the colouring. However, the one same piece of feedback which comes from every student is that it looks so much easier in the demonstration than it actually is. This fosters an understanding and respect for other people’s crafts which is a vital to team work and collaboration scenarios.

To prepare for the session each student was given a hand out with step by step images, (see fig 1) a ‘micro kit’ which consisted of a mixing palette, 2 different types of wax (soft and firm) and make up products for colouring. They also used 2 brushes and a palette knife which I handed to them at the start of the practical.

I began by introducing the session, clearly outlining the activity and the learning objectives.

I then began the demonstration talking through the process, products and tools as I went along. I ensured they could all see and paused to show them each completed stage. During the practical I circulated giving feedback and encouraging them to look at their peers work.

I didn’t deviate from the lesson plan and timings, and they all completed the task.

Images below of micro teach activity, Timed lesson plan, activity sheet and narrative February 5th 2025

 

On reflection I would include the palette knives and brushes in the ‘micro kits’ rather than hand them out as this would save time and be less of a distraction. I would also rearrange the seating so we were all closer together, making it easier for me to circulate and check progress.

Feedback from all 5 participants on post it notes, (image below) was all positive. They found it fun, engaging, clearly explained and confidence building.

There were 2 points for improvement:

• an introduction to context of myself would have been useful
• How do I cater for diversity?

I mistakenly assumed my peer group already knew my teaching context, a brief description of my background and my role would be included in future.

Diversity was included in the variety of products available to match diverse skin tones and types and the visual resource for anyone who has hearing difficulties. I did briefly mention this but will allow more time for a deeper explanation in future practices.

Reflecting on my peers micro teach, in future I will also include digital resources as well as handouts to further cater for all learning needs.  

Session/artefact to be observed/reviewed: Situating Your Practice unit- Competition element, year 2 Hair Make up & Prosthetics for Performance

Size of student group: 28

Observer: Jess Curtis

Observee: Tanya Noor

 

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 is a live application and presentation for Situating Your Practice unit competition element.

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

I have worked with this group as course leader for 2 years  and have taken various sessions with them over the past 5 months

What are the intended or expected learning outcomes?

Learning Outcomes (LO) and Assessment Criteria On completion of this unit you will be able to:

LO 1: Demonstrate the process of research, and analysis, to inform your proposal (enquiry, process);

LO 2: Evidence your ability to critically reflect upon your work in performance and design practice and present how your proposal is relevant, innovative, and experimental (enquiry, knowledge);

 LO 3: Demonstrate professional skills in presenting and communicating ideas in response to an industry specific insight (process, communication).

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

Live Hair & make up application in groups within a time frame and presentation to industry panel for feedback.

Are there potential difficulties or specific areas of concern?

Completing within the allocated time and successful teamwork.

How will students be informed of the observation/review?

Verbally prior to the start of the session

What would you particularly like feedback on?

I would like feedback on all aspects, this is a new session and ways to improve for the future would help move forwards with future planning.

How will feedback be exchanged?

Written notes and verbal discussion

Part Two

Observer to note down observations, suggestions and questions:

• It was great to see an excited and engaged group of students working together to create ambitious full body looks under timed conditions for a panel of experts to judge.
• This session seems a great example of the fusion of your industry experience and teaching practice in a way that inspires and informs your students.
• The room felt focussed but relaxed. The students knew what was expected of them and felt excited to rise to the challenge of a competition. Your forward planning and the way that you worked alongside your colleague Molly to create a professional studio atmosphere, gave them a sense that their work was respected and taken seriously.
• The students seemed self-reliant and independent in this session, working to time and supporting each other.
• You had chosen a judging Panel who clearly took their role – to scrutinise and critique – seriously, while maintaining a sense of positivity and creative respect. It was great that you all went around to see the students at their stations, gaining and understanding of their process and reinforcing to them that their preparation, working environment, care of client and supporting research are as important, and relate to, the success of their outcome.
• This session will no doubt stand them in good stead when it comes to the new experience of live assessment being implemented on the course in the future. Would it be helpful to capture some specific feedback from the students about their perspective on the day?
• Are there any adjustments that would be helpful to make to the scheduling of the day? Perhaps by staggering their start times they can complete and then move to another space to reflect or record.
• Could the photographing of their models offer an opportunity for them to learn aspects of recording their own work in the future – or how to communicate with a photographer to get the best out of this part of the process? Using a student photographer is a great point of peer collaboration. Perhaps they can meet beforehand to discuss issues that may arise, or to benefit from an insight into each other’s practice, that pressures on the day don’t allow for? 
• Is there an opportunity to display their work in UAL to share and platform the course and year group?
• You mentioned some wonderful ideas around involving the first- and third-year groups in this exercise to bring the whole group together- creating different levels of competition and modelling the roles within an industry environment. This sounds like a great way to foster community, industry experience and a year group identity.

Part Three

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

Thank you Jess for All your feedback and suggestions they are all extremely helpful and insightful.

Running timed competition style sessions can be stressful for the students so it’s great to hear that you found the atmosphere to be exciting but also relaxed and focused.

I try to create industry conditions wherever possible to push the employability aspect of the course, which isn’t always easy so it’s reassuring to know that there was a fusion of industry and teaching practices.

Teamwork was a main focus for this project, not just for the students but also for the teaching team. It’s really interesting to hear how the planning and team work with me and Mollie was reflected in the atmosphere and helped to give students a sense of being respected as practitioners. This observation emphasises the importance of cohesive teaching teams and is something I am now keen to explore further. Perhaps more sharing of how we approach a project with the students to show them parallels between all our working practices would be useful.

Very reassuring to know that the judges were able to scrutinise and give critical analysis and feedback in a positive way encouraging creativity. The process is just as important as the outcome and being able to assess aspects such as client care, H&S and time management is vital and something that I would like to embed in the live assessment process.

Great idea to capture individual feedback from the students and is something I will definitely implement moving forwards.

I agree that some scheduling adjustments would help the day run more smoothly. Staggering the start times would be a very beneficial improvement, this will cut down on waiting time and save on studio space. Finding a separate room for feedback with the judges is something we will do for the next session. This time round they were in an open space for feedback as there was nowhere else available. This is something we can implement at the start of the planning stages.

Building up more of a relationship with the photographer to expand skills and knowledge is a great suggestion. This also mirrors industry practice emphasising the importance of collaboration and respecting each other’s crafts. Moving forward I think this could be included in a dedicated ‘recording your work’ session and perhaps also during certain supervised studio sessions.

Finding a way to display the work and platform the course within UAL would build student confidence and create a sense of community. This is something I will definitely research. It will also be another opportunity for further collaborations and UAL wide feedback on the project.

Involving all year groups is something I would like to explore so it’s incredibly helpful to hear your comments and suggestions on this. Varying levels of competition and giving students individual roles will help to create an industry led approach and reinforce professional values. Building community is an ongoing focus for the course. Through feedback I will analyse the successful community fostering elements and find ways to feed them through to the next unit and build on them.

 

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)

 

Session/artefact to be observed/reviewed: Design sign off year 3 Hair Make up & Prosthetics for Performance Professional 1 Unit

Size of student group: 10

Observer: Karen Matthewman

Observee: Tanya Noor

 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?

It is a design sign off for year 3 Hair Make up & Prosthetics for Performance, Personal performance Project unit

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

Since September 2024 as year tutor and course leader and since September 23 as course leader

What are the intended or expected learning outcomes?

To confirm final designs for the realization process.

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

Students will present their work via power point and receive feedback from peers and teaching teams.

Are there potential difficulties or specific areas of concern?

Unrealistic timelines and processes for realisation, lack of research and experimentation.

How will students be informed of the observation/review?

They will be told in person prior to the session

What would you particularly like feedback on?

I would like feedback on all areas

How will feedback be exchanged?

Verbal and written communication

Part Two

Observer to note down observations, suggestions and questions:

Thank you, Tanya, for sharing a really interesting and unusual session. I will first outline what I observed, and then include a few reflections, questions, suggestions.

I arrived to what looked like a large and airy studio space. There was a mixed group of around 10-15 people in the room. From what I could see it was a mix of students and staff, but it felt very collegiate and warm with no observable hierarchies in place. People were sitting along benches and looking forwards towards a screen. When I entered, I sat down and a student start presenting her work. It seemed like she understood the brief and had provided pictures that showed the process of how she would change between styles. She was asked very specific questions about the process and how certain looks would be achieved. These were asked by Tanya and other staff and students. The student answered clearly and was able to make some changes prompted by these questions. Tanya was leading the process, but really allowing everyone to input in a democratic manner. 

The next student came in and it was a very different experience. The student was speaking facing her slides and was speaking at a whisper so no one could hear. She was encouraged to look towards the group. She was clearly very nervous and shy of speaking in public. Her pictures were very different to the previous students. She had lots of finished costumes with no ‘process’ pictures and was not able to talk about how these would be put together, or where her other materials were. Tanya and other staff and students worked hard to help the student articulate her plans, but it was clear there was not enough to go on. Another follow up tutorial was therefore arranged with the student, so she could better explain what she was doing.

This I think shows how assessment support so often can go. We explain the brief, we set aside a lot of time and resource to support students, with multiple staff and students involved. The vast majority understand what they are supposed to do and engage with the process and yet for others there is no such engagement, meaning yet more time needs to be given to them to help them engage with the process.

I am not going to give you answers- your process seemed very supportive. I wondered if a checklist (similar to the checklist we give you) could be given in advance and sent to you before the sessions so you know the presenter has everything they need before they come in front of you. I also wondered if these students get presentation skills training. I imagine they are offered language development classes, but so many choose not to go to the session. Could that kind of session be integrated into the course? Maybe it is already?

I really liked the way everything was set up for the students and the mature and professional way the briefing was approached. It felt very authentic while also being supportive. My only wondering for the sake of you, your colleagues and the other students if there are ways to ‘catch’ these students who are not where they need to be before hey come to this point.

This was a lesson type I had never seen before and I enjoyed it immensely. It was a privilege to see your colleagues and the other students engaged in building knowledge together.

Part Three

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

It’s great to get such positive feedback on a session type which Karen was not familiar with.

The physical environment is a teaching resource so I was very happy to hear it was ‘warm with no observable hierarchies’. When students are presenting it is very important to create a comfortable space for them in order to build their confidence and reduce anxiety. I will try to re-create this set up in other similar teaching scenarios.

Karen’s comments regarding assessment support are completely relevant to my experiences. The majority of students understand and engage and the ones who don’t, need more time and attention. This brings up parity issues. The student in question has been offered language support but declined the sessions and all students have been given checklists. However, on reflection, checklists should be revisited more regularly. I will explore ways to integrate them into all the lessons so they become familiar documents which they can apply to all aspects of their progress. Linking the checklists to industry practice might be a useful way to give the individual tasks purpose. Reinforcing the links between the checklist and the learning outcomes may also be helpful.

 All students get presentation and confidence building sessions. However, the live presentation style is a new addition and the confidence and presentation skills session comes later, in the next unit. Moving forward these sessions need to come earlier in the academic journey and embedding them from year 1 would be most beneficial for the students.

Integrating language support into the lessons is a great suggestion, maybe this could also be during briefings and formative assessments and could include the use of technology and digital/AI resources. I am also exploring the option of having a ‘study buddy’ who speaks the same first language as the students with language barriers. This might be a collaboration with the student union, which may help to make it less formal and more of a community building exercise.

Moving forward these are all very helpful suggestions and will no doubt be instrumental in catching the students who are struggling before they get to the design sign off stage.