Session Reviewed: SCAVENGER HUNT WORKSHOP Brief and ‘The Found Object’ intro. slides.
Size of student group: 20-30 people
Observer: Rachel Marsden
Observee: Georgina Goodman
Date: March 2024
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
Brief Outline of Scavenger Worshop ‘Found Object Files‘ sent to observer to review:
What is the context of this session/artefact within the curriculum?
This session – The Scavenger Hunt Workshop (and introduction slides) are delivered at the start of term during the initial MA Fashion Artefact Unit 1 – Mastering studio Methodologies. This workshop is positioned to introduce students to ideas around the potential of material, and ethical use of material in the wider context. Students on the MA Fashion Artefact are (predominantly) from overseas, and most have not studied in the UK before. Students are from a diverse studio practice background; metal – textile – product – architecture – gemology – accessories, and as much their shared knowledge of materials and process is limited. This is an immersive activity that aims to unite the cohort in a shared experience. The workshop is aimed to support Unit 1 learning outcomes.
I have been working within MA Fashion Artefact as a senior lecturer for two years, and prior to this as a HPL for 3 years. I also teach MA Footwear and have done this for 8 years – the two courses are very much related and can have similar outcomes (footwear artefact, diverse material use, practice-based research. I will be delivering this workshop to MA Footwear as part of their Unit 2. This workshop will be amended for that discipline, but the activity of collecting and recording with remain
How long have you been working with this group and in what capacity?
The students attending the workshop (brief for November 2023) are from MA Fashion Artefacts. – I may have had limited contact in this first term with the cohort attending the day – They will have been at the college for 6-8 weeks into the first term. During this term we conduct tutorials in small group session – no one on one interaction. The students have been in large group peer learning sessions, classroom based and smaller workshop inductions sessions. I am personal tutor to a third of the cohort.
What are the intended or expected learning outcomes?
Specific items to be collected recorded and analyzed (outlined in brief).
Through the act of collecting and holding in hand – it is hoped that students will start to consider materials in a new way – with sustainability and ethical use at the core.
Note: This is an experimental workshop, and the intended learning outcome is open to individual interpretation and under review. I am gathering information through observation to the experience, this is the 2nd time I have conducted the workshop but the initial expectation to this activity would be: To build community and sense of belonging. To foster collaboration and connection to each other – Would this be seen as a learning outcome?
I realize while writing this I do not know or understand the learning outcomes and find it difficult to justify academic thinking – I just know this workshop is inspiring and ignites sparks. The students (and me) love the day, it is fast becoming a highlight in the timetable (word of mouth between cohorts).
Learning Outcome considered: To support the Unit 1 Learning outcomes highlighted bellow: As a possible link
- LO1 Apply a systematic and informed understanding of your identified area of research and enquiry in your study proposal. (enquiry, process, communication)
- LO2 Critically analyse, evaluate and implement a self-negotiated scheme of work. (enquiry, knowledge)
- LO3 Develop a body of work through independent study, that demonstrates an innovative and creative approach to material, process and artefact in the context of fashion design. (process, communication)
- LO4 Utilise relevant technologies and materials, to demonstrate advanced studio methodologies and skills that interpret and resolve complex design issues. (process, realisation)
- LO5 Communicate ideas through written, visual and spoken presentations to critically reflect your practice. (process, communication)
What are the anticipated outputs (anything students will make/do)?
Students will gather a specified number of scavenged items as set out in the brief. They will also record through journaling, photos, film thoughts and emotional response to the day. They will be encouraged to collect actual found objects (approx. 3 items) that will be taken to a subsequent workshop in the studio, The Cold Connection workshop. In this workshop they will respond to the objects and problem solve how to connect these materials together through cold connection methods.
- The students will collect objects and research the actual material origin and specifics
- The students will collate and present findings in a chosen format to be decided by the individual teams.
- Students have a personal challenge to gather 3 objects that they will use in workshop/practice-based activity following this day.
- A short written or verbal reflection on an emotional reaction to the day. Minimum 3 words.
Are there potential difficulties or specific areas of concern?
Some students are reluctant to get dirty or engage in unfamiliar activities or travel to a new area of London. I endeavor to provide local information and historical context for them to consider before the workshop.
Health and safety issues: Risk assessment
- The potential hazardous materials on the beach – I supply gloves and hand sanitizer.
- The correct clothing and footwear to wear in wet or slippery conditions.
- I try to be as informative as possible with maps and safety information regarding tide times and suggested clothing.
This is a large group activity of 20–30 people – so the collaborative element between group members is key to the overall success. I allow the cohort to select their working teams and encourage individuals to pick people they do not already know.
This workshop is not assessed – Challenge: how to keep engagement in the task
How will students be informed of the review?
As this is a review of an activity that has already taken place, it was not necessary to inform students on this occasion, as no live observation took place: This is a review of teaching resources.
Student Communication and information Resources:
Presentation to introduce the activity 1 week before the workshop
Brief and local research/maps/tide time supplied 1 week ahead of the workshop,to allow questions and concerns to be discussed.
The students are informed in the brief that they will be expected to work in their teams to analyze findings and present the results.
Delivery of Outcome:
Following the workshop, the students gather as a whole group and present the findings to each other and the course leader (and myself). The format of the presentation is not prescribed, other than to take a creative approach to collating information. The results are in a variation of styles. This has proven to be extremely exciting, some examples are very physical, presented in museum artifacts boxes, some pdf layout. Verbal feedback at this informal presentation follows the Cold Connection workshop – so often we see a real affiliation with the research method of scavenging. They are given at least 2 weeks to prepare these presentations.
What would you particularly like feedback on?
Content and practical elements of the day – and any feedback you feel would enrich the experience – I am open to all feedback.
The learning outcomes I have attempted to map to the UAL marking criteria, but this is not communicated to the students – as this is not an assessed assignment. Would it be advised to use the language in the formal way or is this ok to be a loser feeling directive.
I am not sure of the formal way to communicate the intention of the workshop – i.e. formal learning outcomes in academic terms. Would this be beneficial?
Workshop Feedback To Students:
Following the workshop, groups will collate their findings and do a 15 presentation, followed by group discussion, tutor and peer feedback in an informal studio Crit.
The students attending this workshop will be given verbal feedback only but peer written feedback is suggested on the day – I encourage group discussion and enquiry, collaboration, and opinion throughout the process.
Observer/Observee Feedback:
Initial in person discussion, followed email exchange of written feedback and teams meeting.
Part Two
Observer: Rachel Marsden
Date: 26th March 2024
Review of Scavenger Hunt Workshop: suggestions and questions:
I reviewed ‘The Found Object (An Introduction to The Scavenger Hunt Workshop)’ slides and the ‘Scavenger Hunt Workshop’ brief. Below, I have provided some reflections, questions and signposts – do not feel the need to respond to all of this in Part Three of the form, rather shared for future consideration.
Thanks for sharing these resources, George. On first look, the slides are clear and crisp, minimal, simplistic, black font / text on a white background. I note you use different font types and sizes, where you might want to take a more consistent approach here thinking about the Dyslexia friendly style guide that might provide some pointers on readable fonts, heading and structure, colour and layout and more (there is also a PDF guide here). I’ve also provided some further links below about creating accessible digital content and documents that might inform both the slides and brief.
- Create accessible digital content – https://canvas.arts.ac.uk/sites/explore/SitePage/61336/create-accessible-digital-content
- Creating accessible document – https://canvas.arts.ac.uk/sites/explore/SitePage/61338/creating-accessible-documents
Following this, you share several images of artworks and found objects – brilliant to see the diversity of artists shared here. The works / images are worthy of captioning and referencing including where images have been sourced in both the slides and the brief. This could be considered as part of a commitment to decolonising referencing and citational justice, to not erasing rather platforming voices / histories through their formal acknowledgement (going further than the brief descriptions provided). This article might be a good starting point – ‘The rise of citational justice: how scholars are making references fairer’ (happy to send a PDF over if wanted / trouble accessing). Captioning and referencing also sets an example in terms of intellectual property and copyright to students not only of the works but of the photographic images. The academic support online course ‘From idea to industry: valuing your creative rights’ course might be of interest to students.
The introduction and instructions on slides 2 and 4 are concise and practical, positioning the brief as not linked to formal assessment (slide 4). As such, is the session co-curricular, extra-curricular, extended curricular session – how might it be defined in relation to the curriculum? Does it complement the curriculum or have a separate role / motivation as part of the course? In turn, slide 4 starts to reveal some informal learning outcomes for the session – I feel there’s an opportunity to develop learning outcomes with participants / students that might also reflect the experimental nature of the session that “inspires and ignites sparks” AND the group / personal outcomes as stated on page 2 of the brief (I think some marrying up of these can happen). A couple of other suggestions – I think the word methodologies is worthy of a definition / discussion, and in the context of / its relationship to the research method as they’re often confused and used interchangeably. And I see you share an image of the November 2023 cohort on slide 3 – did you get consent from all participants / students that it was ok to take and use the photo as part of future teaching? It’s a lovely celebratory picture!
In relation to the brief, again you have varying font types and sizes – some font sizes are quite small. Jumping into the workshop outline on page 2, the list of what to prepare, bring and group outcomes are clear and concise. The travel guidance you provide is helpful – maps, visuals, weblinks to the locations are so welcomed! I wonder if you could go a step further to think about accessibility – say the use of websites like AccessAble – and links to safe / resting spaces, seating, public toilets etc. It’s a long day 9.30am to 4.30pm – so could refuelling, rest, reflection, contemplation breaks be encouraged and embedded into the session to then feed into the group or personal outcomes too?
The Scavenger Hunt List on page 6 starts to highlight some important health and safety and ethical dimensions, considerations of equity, and relationships to human and non-human things (including the built and natural environment) – this is largely shown in the guidelines of the game. This shows the potential for the Scavenger Hunt to more explicitly link to climate, social, racial justice and more – although I can see this running through the background of the session…bring to the surface more (though this may happen in discussions on the day?). In turn, the brief raises some questions about equity – is it ok to expect participants / students to spend money (even if a limit is set)? Might this disadvantage some participants / students from the start (bearing in mind they’ve already had to cost travel to attend the session)? Is digital equity assumed in respect of ’you can photograph’ and that everyone has a camera or camera phone?
What a playful and fun brief George! Do you get formal or informal feedback from participants / students on the session and their experiences? I’m interested to hear what sings and resonates from the comments above, and how the session might further develop in the future. I also had the thought – what if this was done with your team? I’d love this!
Part Three
Observee Reflection on comments and Questions: Action plan on the feedback exchanged:
Thank you Rachel I welcome this valuable feedback and your insight, some of which I have not previously considered. I created this workshop, in response to introducing an inclusive activity, so I am excited to respond and action your advice- particularly the point highlighted in blue:
RE: accessible digital content and documents that might inform both the slides and brief.
Regarding the type and layout of slides, I was thrilled to read the dyslexia advice on layout and readable presentation. As I reflect on my graphic style, I am influenced by my former learning in magazine publishing, I now recognise this is distracting in the teaching context. I will review all my presentations as I suspect this will be an issue throughout my digital materials. I note that I choose to use black on white, rather than the UAL black background, as a personal preference, to accommodate my own learning difference. I will from now consider ALL participants. I will seek guidance from the attached resources, as advised, and discuss with my mentor, via study support.
RE: decolonising referencing and citational justice, to not erasing rather platforming voices
Regarding the imagery, I am very conscious to select diverse inclusive content to illustrate my presentations and acknowledge that it is not good practise to omit the correct image source, (head bow) as educator I need to be setting example and displaying ‘appropriate’ referencing practise. I am aware that there is a general apathy for correct image referencing, in fact students rarely know anything about the image embedded in their portfolios, and this is something I find frustrating. So, I want to address this ethical issue as a matter of urgency – thank you!
As such, is the session co-curricular, extra-curricular, extended curricular session – how might it be defined in relation to the curriculum?
I acknowledge that the learning outcomes need to be clear and focused, even though this is not an assessed element it has been meticulously considered to support the Unit 1 LO’s. I have designed the workshop as relevant activity to support their unit, so I need to be more consistent and specify align the outcomes. I would say it is co-curricular, as it links to subsequent studio activity.
did you get consent from all participants / students that it was ok to take and use the photo as part of future teaching?
The class photo, I did elicit informal consent, but did not ask all participant to sign a release, this is something I will do going forward.
so could refuelling, rest, reflection, contemplation breaks be encouraged and embedded into the session to then feed into the group or personal outcomes too?
I have not embedded time sensitive breaks into the brief, but at the start of day, we gather on the shore, I suggest individual reflective and group time, coffee breaks – encourage group autonomy. On the walk between the beach and the market, there is a public toilet, However, I will research further resources. At the market there is a church yard/green space, for rest and picnic. This information I verbally informed, but I will full proof the brief as you suggest.
…the potential for the Scavenger Hunt to more explicitly link to climate, social, racial justice and more – although I can see this running through the background of the session…bring to the surface more (though this may happen in discussions on the day?)
I note that the underlying climate, social racial and environmental issues are imbedded in my brief, this is a very conscious decision. I use the objects as tools to discuss this on the day, connect with individuals, conduct meaningful conversation, start ‘difficult’ conversations in an informal setting – ignite sparks! However, this workshop does have the potential as a catalyst for important learning, so I will consider including this as a learning outcome, or verbal reflection.
is it ok to expect participants / students to spend money (even if a limit is set)?… Is digital equity assumed in respect of ’you can photograph’ and that everyone has a camera or camera phone?
Upon reflection, it is not appropriate to ask students to spend money as part of the workshop, I will omit this from the brief. I am assuming that all participants have mobile phones (all this cohort did have mobile phones) but I will be mindful not to assume digital equity – Instead, as they are working in a group, I will enquire/suggest one member records finding and shares content by email to the group.