Lesson Plan
Presentation and introduction of task. 5 min.
Completing task. 10 min.
Discussion: 5 min.
I start by showing a short presentation (link) explaining the meaning of the word deconstruction: “To break something down into its separate parts in order to understand its meaning […]” (Cambridge Dictionary, no date). We will do this by deconstructing a pair of trousers, working in pairs. I go over the aims and the task.
Peer feedback
Feedback:
- A boring garment was made fascinating by dissecting technical details. Appreciated to have an expert explain the object. Gives you respect for the object and the people who made it.
- Narrative explanations about function of features and wider context helpful.
- The act of drawing made the participant focus, paying attention to the details of the object. To make a diagram and pick out components is a specific way of drawing.
- The presentation was helpful, especially the examples and leaving the vocabulary up.
Suggestions:
- Make pre-prepared stickers with vocabulary to label the parts.
- Focus on one part of the object (e.g. the waistband or a pocket) in order to have time to examine it in more detail and unpick it.
- Have two pair of trousers prepared, one untouched and one deconstructed.
- How do you distribute your time and support in order to accommodate students of different levels?
Reflection
Time
There was not enough time for the unpicking, but the participants still achieved the aims by sketching and analysing the trousers. For a 20 min session, it is a good suggestion to supply prewritten labels for the students to place on the right components. The participants could also focus on different components, and then share their findings with each other. I can try this in the longer session as well, by instructing everyone to concentrate on each specific component for 15 min. This could help students to complete more aspects during the session. For the micro-version, letting the participants examine a pair of pre-deconstructed trousers is also a good idea.
I will make sure to allocate time for peer sharing, discussion and expanding the narrative, since this was an appreciated part of the session.
Drawing
I have been considering if showing examples of sketches will influence students to copy others work instead of finding their own approach. I try to show varied examples, and the feedback on this was positive, so I will keep doing this. In addition, I will show an example of a classic technical diagram, to illustrate this way of recording information. The feedback also supports the importance of drawing as described by Salamon: “Drawing extends beyond traditional expectations and is used as a research tool for developing thinking, improving concentration and enhancing memory” (2018). Previously, I have given the students the choice to photograph the garment instead of sketching, but the drawing aspect is something I want to emphasise in the future.
Troublesome knowledge
In her microteaching session, Julia focused on the quality and provenance of a pair of joggers, introducing aspects such as sustainability and social justice. For a longer session, this is something I would like to incorporate, as a way of using “object-based learning to address troublesome knowledge” ( Willcocks and Mahon, 2023). It would also be interesting to compare the trousers the students bring (often second hand production suit trousers) to a pair of cheap joggers and a pair of handcrafted bespoke trousers. These could be partly pre-deconstructed.
Accommodate different levels
In order to accommodate student’s different levels, I will continue to walk around and offer support, tailored to individual needs. I will assess levels at the beginning, and monitor students` progress. I could also introduce two vocabulary lists, one general and one more specific, to aid L2 students. When pairing up the students, I will aim for diverse pairs, to maximise knowledge exchange.
References:
Cambridge Dictionary. Available at: https://dictionary.cambridge.org/dictionary/english/deconstruct. (Accessed 2 February 2025)
Salamon, M. (2018) UAL ‘Drawing Laboratory: Research workshops and outcomes’. Spark: UAL Creative Teaching and Learning Journal. Vol 3/Issue 2 pp. 131-141
Willcocks, J & Mahon, K (2023) ‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education.’ Art, Design and Communication in Higher Education. Vol. 22 Number 2.
Appendix:
Detailed Lesson Plan
Presentation and introduction of task. 5 min.
Completing task. 10 min.
Discussion: 5 min.
I start by showing a short presentation (link) explaining the meaning of the word deconstruction: To break something down into its separate parts in order to understand its meaning […] (Cambridge Dictionary). We will do this by deconstructing a pair of trousers, working in pairs. I go over the aims and give an example for each one.
Aims:
- Learn the technical terms for the trouser parts (components).
- Investigate the construction of the trousers.
- Think about ways to develop the construction and design.
- Practice presenting your findings.
I explain the task and check for questions:
Task One: Technical Terms.
- Make a sketch of your pair of trousers.
- Name the parts (components) with the correct technical terms.
- Unpick parts to investigate the construction and materials.
- Make notes of your discoveries.
I show examples of ways to sketch and label, and again check for questions. I leave a slide with the technical terms up so that we can refer to it while completing the task. The pairs are uneven, and the participant with the most prior knowledge of the subject volunteers to work individually. Distributing trousers and un-pickers, I give them a minute to get started and then move around checking that they are getting on with the task, ask what they are discovering and answer questions. I explain the function of the vocabulary (e.g. fork instead of crotch for politeness) and different features, and ask them to share their findings with each other. We spend time on the sketches and discussion, leaving no time for the unpicking.