Reflections around artefacts: Using a deliberative approach to teaching reflective practices in fashion studies

Michael Ryan,Dean Brough

doi:10.5204/jld.v5i1.90

Abstract

While requiring students to think reflectively is a desirable teaching goal, it is often fraught with complexity and sometimes poorly implemented in higher education. In this paper we describe an approach to academic reflective practices that well fitted a design subject in fashion education and was perceived as effective in enhancing student learning outcomes. In many design-based disciplines it is essential to evaluate, through a reflective lens, the quality of tangible design outcomes - referred here as artefacts. Fashion studio based practice (unlike many other theory based disciplines) requires an artefact to be viewed, in order to initiate the reflective process. This reflection is not solely limited to reflective writing - the reflection happens through sight, touch and other non-traditional approaches. Fashion students were asked to reflect before, during and after the development of an artefact. Through a variety of media, a review of the first garment prototype, called Sample Review, occurred. The reflective practices of students during Sample Review provided a valuable insight into their own learning, as well as providing a valid assessment indicator for the lecturer. It also mirrored industry practices for design evaluation. We believe that this deliberative approach, characterised by artefact-prompted reflection, has wide applicability across undergraduate courses in a variety of discipline areas.

Highlights

The purpose of this paper is to advocate a particular deliberative approach to the teaching of academic reflection within university subjects
We shall argue that the pedagogical pattern, called Reflection Around Artefacts, can be applied in diverse discipline areas, and especially where students are engaged in, and reflecting on the design of an artefact
The practice described in the current case study might have remained inaccessible to teaching peers unless it had been represented as a pedagogical pattern

Summary

Introduction

The purpose of this paper is to advocate a particular deliberative approach to the teaching of academic reflection within university subjects. The teaching called for students to express their reflection in different and non-traditional modalities (such as performance and the use of networked media) but clustered 2012 Vol 5 No 1. Ryan & Brough around the artefact that they were designing This teaching approach has been formalised as a pedagogical pattern in order to abstract successful experience for re-use by other university teachers in different contexts. We will explore some of the complexities associated with teaching academic reflection along with the value of representing successful practice in the form of a pedagogical pattern. The teaching practice and student outcomes associated with the case study will be described. We shall argue that the pedagogical pattern, called Reflection Around Artefacts, can be applied in diverse discipline areas, and especially where students are engaged in, and reflecting on the design of an artefact (such as an assignment that includes the making of a professionally-relevant product)

Objectives

Conclusion