Wearable Art, fashion student journal @flashless84-blog - Tumblr Blog

final post (to be submitted)

POST 1.

🎓INTRODUCTION TO BTECH ART . My first lesson in art Btech observing my mentor encouraged me to look through their work on their previous unit and presented me with a brief which enabled me to see the criteria they needed to reach so I could interact and observe there work individually, allowing me to assess whether they were reaching their potential and whether I could help encourage and guide them to help them reach them. This session I reflected hugely on the scaffolding approach by Bruner( 1968.) whose theory which progressed by Vygotsky( 1978) “language plays a central role in mental development”. He believed that social learning and interactions through supported learning by their enabled them to reach their potential through establishing their “proximal zone of development.”

POST 2.

🎓Ps 3. My second lesson in art and design and the lesson was set up for them to continue to produce a clay portrait independently. The student whom I observed in my previous observation of professional standard observation whom had displayed a lack of interest in exploring mediums she hadn’t used before, she had took an interest in my previous fashion experience as we talked building up a rapport PS 6 ,she expressed that she was interested in pursuing fashion in further education and I had suggested some processes and artist she could look at for her work to include a textile element. The next lesson the student approached me excited to show me the research she had found for the portrait session , yet when it came to start the process she lacked confidence in herself. We discussed the research and ways she could produce a similar outcome and with some encouragement that I believed she could create it she set to work. An hour into the session she has gained confidence and was extremely satisfied with her outcome, we discussed ways she could extend her portrait to extend her own style and resources she had to create this. This session had allowed me to use professional standard 3; to inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge. I was able to acknowledge the students “PROXIMAL ZONE OF DEVELOPMENT”, Vygotsky’s( 1978.) I learnt from Dewey’s( 1973), sharing experiences “we do not learn from experience”, “give pupils something to do, not something to learn and the doing if of such a nature as to demand thinking and learning that really works”. So that their disbelief in themselves I have had an experience which I was able to overcome and reflect on my own previous learner experiences this where I have felt overwhelmed with a task or activity where I have been encouraged and supported by a teacher or peer which has enabled me to continue and maximise my skills. I had to get them doing for them to overcome a realise they have learnt what they needed Evaluating on Dewey’s theory (1973)on experiential teaching, using one’s own experiences, I reflected on my own learning experiences of when I felt overwhelmed by a process and where I was helped by a more knowledgeable other on this occasion was myself. This also draws on Bruner( 1968). scaffolding and Vygotsky’s theory(1978) as having the knowledge and understanding on how I was helped and finding my learners strengths through questioning and discussing her interests to help and use them to scaffold her with suggestions.

I would like to work more with this learner to continue encouragement and research strategies to build her self-confidence and motivation in lessons.

POST 4.

train2teach

pin.it

*🎓

Bandura Bo Bo doll theory(.1973). The Bandura theory is developed from a case study which( Bandura 1973), set children with aggressive and non-aggressive role models to explore their responses, from which he found children with aggressive role models were more likely to mirror this aggressive behaviour and even to continue this without role models around . I feel that mirroring behaviour for teachers is a fundamental key I feel that creating a positive friendly attitude will encourage the learners to mirror this not only in the classroom but to outside life a tool which will promote them academically and socially. I feel that Banduras theory can be linked closely with Vygotsky’s 1978) outlook on assessing his learners, the similarity of creating limits for learners through assessment and being a role model to enable learners to mirror your behaviour and attitude in the classroom. Bandura focusing on the role model to be aware of outside influencers to have an impact on their learning as well as their environment , where they live , if they come from an area which has higher level of poverty ,violence ,acknowledging this will help the teacher understand there levels of social interacting as well as use Vygotsky’s theory ( 1978), to help them progress further Banduras mirroring.

POST 5.

I found this on Pinterest!

🎓Vygotsky Theory. Simplysocaulogy.org. & 2015.

Vygotsky’s theory gives a clear evaluation of the human consciousness, it has four principle parts views on research and method thinking. Vygotsky’s( 1978) focused on the mind, studying behaviour, he believed in conceptual thinking, he disagreed with the 1920s social based themes that were taught which restricted a child’s capability . He believed in children learning through activity , starting with speech instruction to develop conscious awareness , the beginning of conceptual thinking. He believed the teacher as a role model with them delivering and guiding student through interaction for the to process the lesson, to assess the students potential and limitation which enable them and to asses them individually .o feel this will be a key factor for me to consider I’m my classes , to asses learners individually in order for them all to reach their potential , I will have to observe and communicate with them to find their most effective styles of learning .

POST 6.

Kolb’s theory.ps 19

McLeod, S. A. (2013). Kolb - learning 🎓styles. Retrieved from www.simplypsychology.org/learning-kolb.html

Kolb’s theory(1984) is a cycle of four stages learning ,1- concrete experience, a doing or having an experience ,2- reflective observation, to look back at work or activity even researching specific to an activity / process.3-abstract conceptualisation

His theory will only work if the cycle is used more than once, this may become a problem if there isn’t time available for students to do.

this theory works efficiently in my specialism in art and fashion as they follow a series or continuous learning processes exploring different techniques and processes with independent study to develop further alongside reflective learning journals to help them reflect and build on. it enables them to perpetuate whilst enabling them to overcome problems each time progressing and gaining more knowledge.

POST 9.

https://youtu.be/aBVYA-3ASt0

🎓I Feel passionate about social *development in education and have begun to question Maslow’s theory (1943), today where students are without basic needs, living in poverty still learning. To which capability as from this clip days off for illness due to home environment and possibly hunger pangs overcoming the focus of homework was Maslow right? Are further education students even more hindered without free school meals in place? There is parent communication to flag these situations and safeguarding teams in our establishment to aid in these situations yet how does this transfer in lessons? If Maslow’s theory “there are five sets of goals, which we may call basic needs. These are briefly physiology, safety love, self-esteem and self-actualisation”, pg. 25, really the key issues of education today, with these continuous documentaries backing them up how as a teacher do you help a student achieve there pzd (Vygotsky’s 1978 0with these are we having to set their limits lower due to their circumstances? Which theory help learners in these circumstances? Which professional standards covers this? In further education what safeguards-are in place? Is it that regardless of their needs as teachers we can inspire and motivate our learners enough to break the poverty cycle? To set them off to a higher level after our course or to a career they never deemed possible. The answer is answer feel is no, through my training I have seen poverty does sometimes hinder learner’s ability with attendance, I had a learner who was using an old bus ticket to attend college as her wages at work fell short and she lived over ten miles away she could not afford fare. I approached with the knowledge that she may be able to receive some emergency help from student services and I would be more than happy to approach them with her , she agreed and felt relieved after she was borrowed the money that the bus fare would cost to get home without the worry of the possibility of being refused from a driver and stranded. This learner has good overall marks and is very motivated and focussed on her goals, not letting the finance affect her as much as she could. “ It became apparent that this is another example of my role as a trainee teacher that individual lifestyle s and building relationships Ps 6, with learners is crucial for communication to happen to take the role of protecting and guiding learners from these circumstances when possible, ps13.

POST 9.

https://youtu.be/aBVYA-3ASt0

🎓I Feel passionate about social *development in education and have begun to question Maslow’s theory (1943), today where students are without basic needs, living in poverty still learning. To which capability as from this clip days off for illness due to home environment and possibly hunger pangs overcoming the focus of homework was Maslow right? Are further education students even more hindered without free school meals in place? There is parent communication to flag these situations and safeguarding teams in our establishment to aid in these situations yet how does this transfer in lessons? If Maslow’s theory (1943) “there are five sets of goals, which we may call basic needs. These are briefly physiology, safety love, self-esteem and self-actualisation”, pg. 25, really the key issues of education today, with these continuous documentaries backing them up how as a teacher do you help a student achieve there pzd Vygotsky’s (1978) with these are we having to set their limits lower due to their circumstances? Which theory help learners in these circumstances? Which professional standards covers this? In further education what safeguards-are in place? Is it that regardless of their needs as teachers we can inspire and motivate our learners enough to break the poverty cycle? To set them off to a higher level after our course or to a career they never deemed possible. The answer is answer feel is no, through my training I have seen poverty does sometimes hinder learner’s ability with attendance, I had a learner who was using an old bus ticket to attend college as her wages at work fell short and she lived over ten miles away she could not afford fare. I approached with the knowledge that she may be able to receive some emergency help from student services and I would be more than happy to approach them with her , she agreed and felt relieved after she was borrowed the money that the bus fare would cost to get home without the worry of the possibility of being refused from a driver and stranded. This learner has good overall marks and is very motivated and focussed on her goals, not letting the finance affect her as much as she could. “ It became apparent that this is another example of my role as a trainee teacher that individual lifestyle s and building relationships (Ps 6) with learners is crucial for communication to happen to take the role of protecting and guiding learners from these circumstances when possible, ps13.

POST 11.

ps4 ps6 ps19🎓

Teach to the top, motivation, higher learning. The Cpd I attended a talk on Teach to the top where studies throughout Gloucestershire college and outside agencies reviewed their establishments to see where progression was needed. Gloucestershire college was underage with pass rates and above in the arts and we saw that other universities such as Plymouth were failing with embedding maths in there arts also. They had presented competitions for their learners to create a piece of art engraving maths. They received a positive response and learners started to engrain a more positive Ps 14, I can do maths approach than before.

This presentation inspired me to transfer the I can do it attitude, Bandura theory (1973) onto my learners and to set about embedding more maths into their next lesson also.

I created a I can do it chart for my foundation learners as a collective there seemed to always have one or two in the lesson who continually said this to new task.

They all had the opportunity in the lesson to write their name on the chart in order to take part (p. S. ) there challenge then began in for each lesson building up to Christmas half term the learners would have to present an I can do it attitude to their learning , the learner with the most marks at the end of term would receive a small voucher for their local art and craft shop .

I saw a significant improvement in learners whom usually lack confidence and motivation in new tasks and everyone that session had completed the tasks of the lesson, contributed and show visual understanding through communication.

I used shapes to embed maths into their sculpture lesson by setting task use only a metre of wire PS4, an object which with their shape they were given had to calculate the lengths needed into their designs prior to making. This was also successful they all succeeded to calculate to create a design. As a successful session and approach, I planned to try a similar approach to my next fashion lesson with level 1 learners.

I set up a lesson plan pairing and grouping (collaboration PS 6),in fashion using presentation to hinge point questioning to asses understanding of the punk culture and what learners understood from video , once I was happy they had understood that the punk era was a big play of people personal expression and opinions being voiced they were able to progress to groups of exploration of text using mixed media techniques using handout with visual instruction. After One to one teacher learner interaction of praise and prompting they were set a competition which was inspired by teach to the top presentation where Plymouth university had set competitions with prizes to motivate learners. I offered a meter of pleather fabric which I felt would be relevant to the outcome of create a punk garment to the winning design of conceptual text prints. To create equality, I asked two learners from another level to choose the winning print so that learners didn’t t feel they were treated unfairly.

I have been really exploring ways in my planning to stretch the learner’s breadth and depth and felt this could be explored using Blooms taxonomy ( 2015,)in level 1 art of mixed media and painting techniques through rewards and collaboration.

POST 12.

train2teach

ps19 🎓

Industry experience presentation, wearable art lesson. level 1 fashion.

After my experience of my second professional fashion debut, my mentor felt it would be useful for her learners the hear me talk of my experiences and for myself to share my knowledge with them in a way they could use in their Dewey’s (1978) of their first construction unit Chaos to Couture.

I spoke of employability skills such as organising time, key visual elements to think of in their preparation in the design process light, shape, balance and texture for them to think of their viewers visual perspective to their garments, where their eyes lead and are drawn to for example.

They were a quiet group so when they were offered to ask questions they sat silent, although later in lessons some of the learners spoke of my garments and felt the techniques I had used had inspired them and provoked them to consider transferring to their unit.

I could of create an activity for them to interact more it is an area I need to develop.

POST 13.

train2teach

Hinge point questioning. Ps 18

https://youtu.be/_zh_Pdra6WA🎓

Hinge point questioning is a clear tool for reflection in action for assessing where learners are and what they understand, carefully selecting key questions before moving on to another element, you can evaluate learners which are struggling learners who are ready to move on and from there answers and responses you can see how well the learners have engrained information.

I have you hinge point questioning on a few lessons where my learners have to understand a concept or design a product before they can develop , I have used peer evaluations to asses there understanding to key elements needed to understand to be able to progress and often ask key questions for my learners to explain their definitions of terminology to show they understand the task set .

My next targets are to differentiate hinge point questioning and questioning which promotes discussions also to look up resources of where I’d find hinge point questions in the art and fashion department.

POST 14.

rain2teach

Using blooms taxonomy. 2015.🎓

Mixed media sequence lessons. Level 1 art btech.

My mentor has shown me the criteria from btech developing there painting skills, they must explore painting techniques, show understanding and create a final piece using mixed media of a portrait painting.

So far, they have explored painting techniques, so their next step was developing this adding mixed media techniques into portraiture.

I researched artist to begin with whom had used contemporary painting techniques in their work, Jackson Pollock, who had created abstract paintings with using smears with a pallet the knife and drips along the canvas. My idea for a lesson was for learners to create a large piece together using these two techniques then transfer independently into portrait painting. My feedback from my mentor was that it was an exciting lesson yet could be difficult to justify and develop into mixed media work and gave me a list of the pass criteria they had to fulfil.

So back to the idea board. Drawing on my experience from my art course I specialised in collage with charcoal and acrylic, so I know I would be able to transfer my knowledge and enable learners to develop mixed media painting using this process.

In my teacher trainer course, we also were looking at sequence learning outcomes using Blooms taxonomy (2015), exploring, developing as a continuous process to pursue an outcome, I discussed this with my tutor who gave some examples of this with my processes I needed to use and develop in my planning. This really helped me understand how I could use the taxonomy into my art development of mixed media and o drafted a plan to my mentor.

My plan was to introduce collage, explore then develop ready for the next session of introducing paint techniques into collage developing then adding conceptual ideas through text.

I got approval from my mentor and used Bruner’s theory 1978 of scaffolding, using face template for portrait work, providing exemplars for visual aid of collage processes and digital visuals for inspiration also.

The scaffolding using templates for faces were very successful as it gave them a perspective of proportion and allowed me to embed maths using fractions and divisions enabling them to repeat this process in further work with the knowledge of how to measure proportions to any size.

I set timed tasks developing colleges for them to be able to evaluate and then use evaluations to develop skills further into the next task.

I used collaboration p s 6 in pairs to be able to assess them for evaluation, so o could hear discussions taking place, especially as they are a quiet group it was a way to promote their social skills, building their confidence of speaking to one another about their work.

I sat with them in a horseshoe seating plan to aid discussions and as I was explaining to them I wanted to tenner their names, so I would be asking questions to them individually to help me, it also allow me to get to know them. This allowed them to interact as a group in my questions and we spoke of religion as I mentioned Christmas ,one student was a Jehovah witness who didn’t celebrate and explained a little more to the group from my prompted questioning, one especially quiet girl told us she was from Poland which spurred other to interact and tell us there ethnicity too ,we covered a lot on diversity in our discussions and every learner participated too .ps14

I felt overall this lesson was successful with the seating and collaboration worked well with Blooms taxonomy(2015) and it is a process I will try again with other classes to create more focus and teacher student interaction in class.

POST 17.

Peer assessments, micro teach. Ps18🎓

It was very inciteful to watch my peer’s micro teach, I really felt motivated to transfer their strategies to my teaching. For example, two of my peers in accounting used the PowerPoint which gave visual focus and clear set task to their lessons making their lessons easy to follow. They also used hinge point questioning well as their learner I could clearly see their questioning spur learner’s discussions and them asses our knowledge ready to build on further information, this is something I’d like to bring into my lessons to be able to asses my learners and know when they are ready to develop further.

POST 18.

Btech art critiquing artist and transferring knowledge to development process lesson. Ps18 PS 6 PS* 🎓14

From working with btech learners each lesson I have introduced evaluation and thoughts of progression throughout their practical, my mentor and I have discussed developing the learner’s skills analysing artist and transferring their practices into their final stage of their development, independently researching artist, there mediums and surface medium to keep them focus on producing an independent portrait piece in mixed media.

To start we agreed on examples of a wide range of artist covering lots of mediums in paint, using hinge point questioning to evaluate their understanding.

From this the research they were required to bring to lesson would be used for speed dating to display and build their knowledge and communication skills of pair process and mediums.

Mind maps in groups using questions to promote discussions to create diverse groups to share knowledge and create idea generators for their designs for final pieces, with one to one tutorials to guide learner’s development further.

Send learners away to independently create three ideas for design cover paint technique, surface medium and concept ready to develop next session. This is to really let learner develop an understanding and spend more time deliberating the final outcomes they intend to deliver.

I found my learners worked well and at ease using this task and working together. It allowed me to assess their oracy skills and knowledge through listening throughout task. Afterwards they were all able to work with me to set independently and individual targets to move on to research for their unit.

I feel collaboration has worked well and will research and seek new task which enables the group to build relationships and use more knowledgeable other Vygotsky’s (1978) as I have found that certain learners really guide well during team work and creates a mirroring effect on others Bandura (1973).

POST 19.

Introduction to sustainable fashion exploration of deconstructing process, btech fashion lesson. *🎓

I have planned my lesson to focus on questioning, from my previous feedback I have researched Schema theory and I realise I have used this in my lesson when introducing sustainability. I have asked questions to promote independent answers from my learners to be able to assess their knowledge and be able to build on their concept more.

I have introduced an activity where all learners are included to give input and reflected on differentiation to keep learners which can become playful when distracted in charge of the active board to create the mind maps for the other learners input. I feel this worked successfully, the two learners who have in previous lessons have create safety issues, where they have created a play fight with soap as they were not interacting. I will transfer this tool in other lessons with encouraging my learners to lead. It doesn’t have to be used when learners are more likely to create distractions, I feel it could boost learner’s confidence. When one of my learners in foundation art had an opportunity to lead in a small group it raised her confidence and she was able to present the groups designs clearly and confidently.

Another activity I introduced was human ping pong , this leaned on the Schema Piaget theory (2015)”building blocks of knowledge”, also, reviewing the workshops and techniques they had been working through and adapting it to deconstructing and Punk , they were able to recap well with a few being a little unwilling to interact, all did though so I felt this was a challenge for myself and learners , introducing new activities and encouraging them to speak out more in class is definitely unnerving I know. Yet (using kolb’s1984) theory, to keep building on this with them I am sure they will gain confidence. My teacher explained to us that it was like a new pregnant woman entering the doctors, first time having to take off her clothes she feels mortified, yet each time easing a little, by the end of her pregnancy she is in auto pilot kicking off her shoes and kicking her slacks off as she enters the room. She has lost her inhibitions which is my hope for my learners, that the fear will ease and by the end of their journey they won’t be kicking off their clothes but their inhibitions of communicating to their peers and others will have gone.

Outcomes vs task

To weigh out pros n cons to each strategy and explore which could be transferred to my subject, level .PS 14

My peers and I discussed differentiation and circumstances to which we felt we could develop more in our own lessons. Myself and another trainee had a similar issue in where the differentiation of learner’s levels we felt needed to be addressed. We both had learners to a diverse scale, ones who were slow to work through task in lessons and a few which worked through task at a much faster speed with ease.

My peer discussed separating groups to different levels in his lesson which could cause implications of overwhelming the learners who could not reach their level and impact on self-esteem, making them feel inadequate members of the class in which case they may stop trying as they felt they’d always be behind.

Our tutor reminded us of using the more knowledgeable other to include and aid lower learners, this is the approach I will try in future lessons, I will pair learners so that there is a more knowledgeable in each to try and transfer skills and improve confidence.

Amazing lesson today helping year one fashion finish their final outcomes for their punk, haute couture unit.

Seeing the workshops, I delivered become part of some of the learner’s final products was so rewarding, some lessons I wondered if they had taken an interest. They have really shown courage in stretching their designs to their fullest abilities, stepping out of their comfort zones in creating very difficult patterns and amazing prints too.

I have learnt a lot from their attitudes and approaches to learning new a challenging subject.

It has also been a chance through their final outcomes to really build relationships as their confidence grew with their individual designs.

The learners which sometimes giggled through workshops and became mischievous, became dedicated as they could see where all the workshops had lead, the difference in them being able to see the end goal really promoted motivation this confirming PS 18 and Vygotsky’s) (1978) zpd seeing an outcome they were able to push their present limits to full potential.

Introducing more responsibility to learners in lessons PS 17. Visual unit, shoe observation contour to creation. From my last observation my tutor has suggested exploring enabling learners to Lead with more responsibility following Kolb’s(1984) cycle of development so I aim to research and explore new techniques to find the most effective. In today lesson of visual unit I introduced contour drawing, it is outline drawing used mainly in presenting the design process before production takes place. After my learners had chosen their shoe they would contour I introduced two techniques to them collage using candy wrappers and get tips inspired by an artist Laura Benjamin and from exploring previous learners sketch books for effective outcomes on observation drawing where they had collaged show. Then I showed them digital example of 3d creation of shoes created from cardboard which was one of the criteria requirements for the unit. I gave them the choice with process they'd like to explore and gave them a time to complete.

They were motivated and completed task in time frame they worked well independently, and all seem pleased with their outcomes more than if guided more, this will be researched further for introducing and developing PS 17 as far as I can.

BIBLIOGRAPHY.

Clark. (2015) BLOOMS TAXONOMYTHE PSYCHOMOTOR DOMAIN.

McLeod, S.A. (2015). JEAN PIAGET.

Vygotsky. (1978). Mind in society: The development of higher psychological processes.

Bruner, J. S (1968). Toward a theory of instruction.

Dewey, J. (1978). Mind in society.

McLeod, S.A(2015). PAVLOV DOGS.

Robinson, J. (2017). Messy maths a playful, outdoor approach for early years.

Hillier, Y. (2005). Reflective teaching in further education.

Wallace, s. (2017). Motivating unwilling learners in further education, the key to improving behaviour.

DFE. (2011) STEM REPORT.

Bandura, A. (1973). Aggression. A social learning analysis. Oxford. England: Prentice hall.