Introduction & Background:
In the final stage of MA Fashion Unit4: Major Project, Part 2: 3D Realisation (Collection), students require a lot of technical support and advice. During this time there are scheduled activities such as garment fittings and studio practice tutorials. As their Technical studies tutor I am available to students for tutorials 4 days per week, all day. During fittings, I am present to support them with commentary during their allocated slot.
Evaluation:
This is an extremely busy and fast paced time and there are days when there is not enough time to see everyone that requires my support and input. Besides my tutorials and one-on-ones, and a permanent full-time technician we also book HPL technicians and pattern cutters, that work with students daily. In my opinion, there is plenty of technical support available for students, but I still have a feeling that some students struggle and need more assistance. This is independent study time, so there is a variety of activities happening: individual fittings, design tutorials, making and pattern cutting support. How do we better manage the time, space, and resources to have a better teaching and learning environment?
Moving Forward:
One to one ad hoc tutorial: Scheduling designated days for one-to-one tutorials and shorter/quicker questions. On fitting days, I will be available to answer any questions before or after fitting slots.
Communications with pattern cutters and technicians regarding specific students’ needs:
I will schedule and dedicate some time to brief pattern cutters and technicians regarding the needs of specific students. Prior to their first sessions a more general discussion and briefing and during busy times, due to time constraints, a group morning briefing session seems like the best solution.
Assessing levels of tech knowledge and grouping:
Assessing the student’s skill level and making notes and potentially grouping them in regard to it: for example, students that need more support either at the beginning of the session or at the end. Historically, students that struggle or require more time have been requesting later slots, to allow them more time and more technical support. Another option is grouping students regarding their specific skill to a technician that specialises in that skill. For example, a pattern cutter that specialises in women’s tailoring to be responsible and supporting students that require that skill. A menswear technician to support menswear students and so on.
Brief students at the beginning of the Unit:
I will organise a meeting with the student group and discuss the technical timeline. I will explain what the expectations are for each stage/fitting and how to go best about it. I will clearly display a technical timeline on the noticeboard and keep referring to it as a point of information and reference. Be clear of the type of questions and support they can expect from the external pattern cutters and technicians and what my support will be during this time.
Fitting tutorials:
During the fitting tutorials I will be making clear notes, that will be shared with students immediately after their fitting slot. Students will be able to individually brief pattern cutters and technicians’ regarding the amendments and corrections and won’t have to wait for my instructions.
Overall:
Clearer instructions to students and external staff regarding the timeline and expectations during this busy time. Considerate planning of the sessions and allowing valuable time for briefing and sharing of notes.
References:
Davies, A. (2012) Learning outcomes and assessment criteria in art and design. What’s the recurring problem? Networks, Issue 18, Faculty of Arts, University of Brighton