nrpatel51

Blog 1

Studios Space. Digital Space

Starting my PGcert we were given 2 readings- Teaching Practices for Creative Practitioners and UAL Creative Teaching and Learning Journal. They weren’t the easiest things to read as I’m not an academic but even so they created stimulation, questions for the mind as well taking me back in time to my own experiences and career, which I enjoyed. Being dyslexic, it is  not always easy for me to take notes, so I chose to do a mind map of the readings, this helps put things into place.

Sams (2016) backs this up when she says: “There is always someone to talk to. A technician deals face to face not through emails, Moodle, Facebook or any other online tool” ^*2

Working in studio spaces with students is my favourite place. This allows us to have great discussions about their projects, an identity as a designer, what their values are and how will they make change through fashion. In workshop spaces we can explore different avenues of making, culture and heritage. This is a space the students can teach me too. I can teach them through my experience in industry and remove stickiness from tutors to students.

Digital learning is a part of studio space now. When we were working from home in COVID times, technicians had to reinvent studio space as online teaching with videos and demonstrations in Teams, as there were no live hand-inn through this period. Universities also had to change marking and pedagogy practises.

Sams goes on to say: “Technician A felt that this support was highly valued by students, they did not feel a strong sense of value was shared by other academic staff”

This was my first time working remotely. I was used to a physical studio space, but this was very useful for me and actually gave me more confidence about the digital technology we use. This gave me the chance to create new workshops, with limited access to materials. By working in different time zones, teaching in the morning to Asia students, lunchtime Europe students and in the evenings to American students.

Reference List

Sams, C., (2016) ‘How do art and design technicians conceive of their role in higher education?’ Spark: UAL Creative Teaching and Learning Journal,Vol1 (issue2), pp62-69

Introduction

I am a specialist garment technician on a MA course which challenge students just think outside the norm of garments through design, pattern cutting, sustainability issues and garment construction creating an identity for them to create collections what have a voice in fashion today, my background is 27 years in industry working for design houses and having my own bridal brand and now five years teaching, my industry background allowed me to create beautiful garments through my hands and methods of pattern cutting and garments construction, as I am dyslexic.