3/2/2025
Part 1:
ACTIVITY PLAN: Observation of a Black Tailored Jacket.
Duration: 20 MIN
Object: TAILORED JACKET
Tools: A4 paper and pencils/pens
Introduction (3 min)
Explain the context of the workshop.
The description (3min)
Students are asked to listen to a detailed description of a tailored jacket and then draw it and any details from that description. The description: Men’s tailored jacket, single breasted, with jet pockets, long sleeves, and classic lapel. There is a seam at the centre back. It has 3 buttons at CF….
Written part (approx. 3 min)
Students are asked to write at least 10 words that come to their minds when tutor says TAILORED JACKET. Words can be parts of the jacket or descriptions such as: tradition, skill, menswear…
Discussion (10min)
The TAILORED JACKET is shown. After the second part we compare the words and drawings. And look at the tailored jacket and go through the details of the jacket. Students can touch the jacket and turn it inside out, try it on. Discussion, comments, and Q&A.
Part 2:
How did it go: My Microteaching session was the last one in the day, and all the sessions before mine were exciting, engaging and inventive. I’ve started with a bit of introduction and nerves but quickly got into it and even ran out of time due to the richness and complexity of the topic. The group has produced outstanding results, with the drawings and writing the association words. The results and the comparison of the words ignited an interesting discussion from all the participants. I’ve also tried the jacket on and invited participants to try it, touch it, and feel the materials. This was extremely well received.
Feedback from my group: The positives from the group were: the personal story included during the specialist explanation and the background of the garment; visual demonstration of wearing/trying on the jacket; inclusion of complex topics such as gender bias, digital vs analogue, AI; clear/enough information on each part of the activity and duration of it.
Points to improve: to be clearer of what the outcome of this session is, beside the observation of the garment; a glossary of the specialist terminology and the spelling as a handout, for students to take away; suggestions for future research;
Part 3:
Reflection to the feedback: Because I ran out of time to finish my session, I wish I would go quicker through some of the parts. I misjudged the complexity of the topic and potentially the level of understanding of my group. This can also sometimes happen during the “real” teaching session with students, so it is something I will be working on in the future. This could be achieved by assessing the level of knowledge of the group or map out a detailed plan of the session, what to include or not include in the session and clearly explaining what the learning outcomes are. Setting clear learning objectives will also help me determine what information include in the session and what the important parts are.
The trying on the jacket and touching it was extemely well received.
“In many instances objects may be seen [in museums and galleries] but not touched. Likewise books, websites and digital databases present objects for study: rich resources, however, the physical handling of an item is denied.” claims Hardie in the HEA Report.
I do agree with the participants feedback, that the handout with vocabulary would be beneficial, particularly for students not familiar with specialist language, topic, or students whose english is a second language.
References:
Willcocks, J. Orgill, G. (2024) XPE Jan 2024 Part 1 and XPE Jan 2024 Part 2. Available at: https://ual.cloud.panopto.eu/Panopto/Pages/Sessions/List.aspx#folderID=%2261e304ce-5498-4672-a72b-b10600e460e4%22 (accessed on 15 March 2025)
Willcocks, J. (2018) Object based learning. Available at: https://www.arts.ac.uk/colleges/central-saint-martins/about-us/museum-and-study-collection
Below are the sketches of 5 workshop participants: