Introduction and Background
Within the third year of the BA Fashion Jewellery cohort, we have a diverse group of students with different levels of technical ability and experience, many of which have English as a second or third language. Teaching technical core skills, making small samples via technical demonstrations to large groups in the workshop, has presented several challenges in delivering complex information with it being fully understood.
Evaluation
Currently all technical core skills classes start with a PowerPoint with examples of the technique being taught and its application to jewellery with images. This is followed by a step-by-step demonstration on the jewellery bench in which I talk through the process of that specific technique. However, due to the number of students per session and the pieces being small, it is hard for students to see the process in detail and understand the information being delivered verbally as I have my back to most of them when demonstrating on the bench. The students then replicate this process to make one or more samples. The sessions are three hours long so there is a lot of technical information which for many students is brand new being delivered at a fast pace in a short period of time.
Moving Forward
PowerPoint slides with process photos: For my first core skills teaching session this term, Married Metals, I will present an additional PowerPoint with a step-by-step breakdown of the process of making the married metals sample. I will photograph the married metals process with alternative tools and assemble the photos into a PowerPoint with descriptions and the tools used, to create a more accessible step-by-step guide. This will provide further clarity on the technique and allow students to see the process closeup. After presenting this PowerPoint I will then do the demonstration, my intention is that they will have more context as to how the process is taking place. The PowerPoint will be shared on Moodle alongside other information on the session so students can re-visit it as and when needed.
Overhead camera/live recording set-up
Overhead cameras and other mobile cameras are used in other departments at LCF that require students to see a process on a machine or workshop up close. I have requested one from digital learning but there is a long waiting list and unfortunately this cannot be put in place this academic year. I have also attempted to use my phone in conjunction with Solstice to project myself demonstrating but this didn’t work.
Pre-recording demonstrations
I have also considered pre-recording demonstration to present to the cohort and explaining the process/technique this way prior to also doing a demonstration in class. I have not had the time to put this in place but do hope to do so soon. This footage would be available on Moodle and or SharePoint for students to access before, during and after the session.
Conclusion
I found that presenting a step-by step PowerPoint did somewhat improve the student’s ability to understand and see the technique of married metals more close-up. Some students in class mentioned how helpful the step-by-step photos had been.
Interestingly in my following session a student filmed me demonstrating and shared it with the cohort, it highlights a need for recording/documenting the demonstration process for students. I believe there is more to be done in this regard, and I look forward to implementing more alternatives to improve our students learning experience.
References
University of the Arts London (2019) Recording taught sessions, Canvas.arts.ac.uk. Available at: https://canvas.arts.ac.uk/documents/sppreview/7694686e-ff31-4cb0-a92a-ff3fe7e3d3c6 [Accessed: 31 Jan 2025].
University of the Arts London (2019) Using Moodle for Access and Inclusion, Canvas.arts.ac.uk. Available at:https://canvas.arts.ac.uk/documents/sppreview/62ea1f01-8ad6-4691-a420-e90767dc280f [Accessed 31 Jan 2025].