Category Archives: Theories, Policies and Practices

Background As a lecturer for the BA Bespoke Tailoring course, I deliver the practical tailoring sessions to the first year students. During these sessions, I provide the students with in-person technical demonstrations and diverse learning resources, including presentations, worksheets with … Continue reading →

Background As a lecturer at the BA Bespoke Tailoring course, I deliver the practical tailoring sessions to the first year students. Many of our students have diverse learning needs, most commonly dyslexia and ADHD. In the current cohort, 20% have … Continue reading →

Session/artefact to be observed/reviewed:  Coat Making 3: Cutting and Fitting Unit: Bespoke Tailoring Year 1: 3 March 2025 9:30-16:30 Size of student group:17 Observer: Victor Guillen Observee: Maria Thelin   Note: This record is solely for exchanging developmental feedback between … Continue reading →

In his article On the spectrum within art and design academic practice (2018), Damiani does not present arguments or answers. Instead, he reflects on his personal experience as a neurodivergent art practitioner in order to inspire discussion. Neurodiversity means neurological … Continue reading →

Session/artefact to be observed/reviewed:  Trouser Making 6: Tailoring, Design and Identity Unit: Bespoke Tailoring Year 1 Size of student group:15 Observer: Mihali Intziegianni Observee: Maria Thelin Part OneObservee to complete in brief and send to observer prior to the observation … Continue reading →

Nicol and Macfarlane-Dick (2006) stress the importance of both“providing timely feedback – this means before it is too late for students to change their work” and resubmissions, where students get a chance to act on the feedback received. Both Nicol … Continue reading →

In her article Talking Art as the Spirit Moves Us (1995), bell hooks writes about art criticism, and how a person’s positionality and biases can affect the way they see, understand and judge the worth of art. She cites the … Continue reading →

Background As a lecturer at the BA Bespoke Tailoring course, I deliver the practical tailoring sessions to the first year students. The units involve independent work and formative reviews, which are an important stage for the students to receive feedback … Continue reading →

Inflicted Bureaucratic Systems and Fair Assessment Process In the article Doubting Learning Outcomes in Higher Education Contexts: from Performativity towards Emergence and Negotiation, Addison (2014) discusses the positives and negatives of Learning Outcomes (LOs), making a case for “a less … Continue reading →

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 … Continue reading →