UNIT 4 SHOWS SUPPORT WITH AD HOC TUTORIALS
Size of student group: 5-30
Observer: Monika Gravagno
Observee: MAJA MEHLE
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?
Support during the final stages of Unit4 (last Unit) before the final show and end of studies. Unit 4 is the students’ final project and involves a final collection of 4-8 finished outfits.
There is a lot of physical making during this time. Tutorials are on an ad-hoc basis, regarding the actual physical garments/pieces and how best to finalise them.
Also support in managing the sewing room, Communication between students and technicians and distribution of work/tasks for technicians.
(the observed session in question is just after one of the important deadlines- show selection, so the atmosphere in the studio might be a bit more relaxed and less busy, but also low at the same time)
How long have you been working with this group and in what capacity?
I have been working with this group of students for approximately 11 months. Unit 3 and Unit 4. My role is 4 days per week, supporting make and presence in the studio.
What are the intended or expected learning outcomes?
Students have questions regarding their specific project. The questions are all about making garments for their final collections. Some of the questions are regarding the final fittings.
What are the anticipated outputs (anything students will make/do)?
Students are making/finishing garments for their final collections. Each student has a different question. Some questions are related to patterns, others to materials etc.
Are there potential difficulties or specific areas of concern?
Since this is an ad hoc session, the types of questions vary, so quick thinking is necessary. The environment is fast paced, students are tired and stressed.
Managing different stakeholders such as technicians and students with sometimes clashing expectations. This is an unpredictable session, so some students won’t need support, or might only have a quick question while others might have longer questions.
How will students be informed of the observation/review?
By email and extra reminders in person just before the session. Due to the stressful environment students can decline participation.
What would you particularly like feedback on?
Communication with students, clarity of my instructions.
How will feedback be exchanged?
In writing and optional in person catch up.
Part Two
Observer to note down observations, suggestions and questions:
I attended a one-to-one tutorials in the MA Fashion studio with Maja. The environment was relaxed and friendly, fostering an open space for discussion and exploration.
Maja provided a thorough introduction to the studio layout, including how space is allocated for students, areas dedicated to machinery, the scheduling of technicians, and the broader context of how the tutorials fit into the preparation for the final show. This explanation was very helpful in understanding how work is organised within the studio.
Student 1:
Maja addressed specific questions on fabric lining and zip positioning by encouraging the student to think about the jacket as a tailored piece. She guided the student to consider how the jacket should feel on the body and how comfort should be a priority. Instead of prescribing solutions, she supported the student in exploring their own answers. This approach was effective in developing the student’s critical thinking and decision-making skills.
When the student presented a potential silk material, Maja acknowledged and encouraged the choice, reassuring the student that there was room for adjustments if needed. However, I observed that there was no discussion regarding the sustainability or environmental impact of the material choice. It could be beneficial to integrate questions about material selection beyond aesthetics and functionality, prompting students to also reflect on environmental consideration when it comes to materials choices.
On a separate question regarding shoe fitting, Maja used sketching to clarify ideas, which was an effective communication tool and she presented multiple solutions (elastic bands, pads), and even provided free materials she had collected. The students found this very helpful. When students took the materials, it might have been useful to encourage them to take only what was necessary to minimise waste and ensure resource availability for others.
Student 2:
Maja initiated the conversation with an open-ended question, “How are you getting on?” This created a welcoming atmosphere for the student to share any of their questions. She also ensured continued engagement by asking “What about the rest of the collection” and making herself available for follow-ups. This approach was open, friendly and ensuring availability for follow up questions.
Student 3
When presented with a question on “how to hold the lining of a skirt” Maja demonstrated a proactive approach by saying, “Let’s go and check” or “Let’s test it,” reinforcing a hands-on problem-solving attitude. She also effectively utilised teamwork by directing students to specific technicians for expert advice. This provided the student with precise technical guidance on the issue.
During this interaction, when an elastic strap was offered as a solution, the student was allowed to use the stock available in the studio. However, neither Maja nor the other technician prompted the student to measure how much they needed before cutting the material. Implementing a practice of measuring before cutting could help minimize waste and encourage a more mindful use of resources in the studio.
One area for improvement was observed in communication with this student. In one instance, Maja interrupted the student with “No, no, no.” While this may have been instinctive and prompt by the need to give a feedback, I wonder if waiting for the student to complete their thought before responding could create a more supportive learning environment. Replacing “No” with another response could further encourage student engagement.
Conclusion:
Overall, Maja demonstrated clear, open, and proactive communication with students. Her approach fostered independent thinking, problem-solving, and collaboration with her team.
Potential areas for development:
- Encouraging discussions on material sustainability and environmental considerations in decision-making.
- Promoting mindful resource use to minimize unnecessary waste.
- Waiting for students to fully articulate their thoughts before responding or suggesting a feedback
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Sustainability is a huge part in Fashion and students are encouraged throughout their studies to make informed decisions about the materials they are using. As a Technical Studies Lead, I am supporting sustainability by organising dead stock donations of high-quality fabrics and trimmings that students can use in their projects. The course is also working with The British Fashion Council Fabric Initiative, where they organise the donation of deadstock materials to Fashion schools around the UK.
As a part of my Carbon Literacy Pledge, I am trying to organise waste cages/boxes where students can donate any materials that they no longer need, to be used by other students.
I appreciate Monikas comments regarding the discussion about sustainability and waste management and I agree, that during the tutorials I could question this more, so it does not get forgotten.
The sustainability conversation usually happens in the first phase of their project, when students do their research and design, but I understand Monikas point that this could be questioned throughout the project.
I have been working with the same students in question for a year and have an idea of their material preferences and if something is suitable for their collection or not. I also encourage all students to return any unwanted materials or trims that they will not use.
I often feel that by giving them several material choices I am enabling them to experiment and test to make the decision what works for them. Some solutions are not prescriptive but need to be tested to see what works best. I also know that sometimes if I don’t give them materials to test with, they will not do it.
The comment regarding not letting students finish what they were saying is something I will be mindful of more during the tutorials.
Full form can be found here.