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  • Trinodal Diffraction as Shape-Based Pedagogy: Assisting Learner Autonomy with an Entitative Approach.

Webber, Tristan, 2019, Conference or Workshop, Trinodal Diffraction as Shape-Based Pedagogy: Assisting Learner Autonomy with an Entitative Approach. at Sublime Schematics, London, U.K., October 28th and November 1st 2019.

Abstract or Description:

This was a workshop delivered to two groups of 2nd year fashion students on the 28th of October and the 1st of November 2019. The workshops took place with in the Fashion Programme and was a manifestation of research undertaken under the guidance of the Teaching Fellowship Scheme taught pathway, within which I sought to understand the processes that underpin my own practice and by natural association my teaching practice. This was in fact a dissemination to the entire 2nd year Fashion Masters cohort of a teaching & learning concept that I began to formulate through two separate writing assignments. The assignments have consequently coagulated into a teaching and learning methodology of my own, whilst serving as a catalyst for student driven methodologies independent of the origin I proposed. This work is still under review as a condition of the TFS marking, but I was able to deliver key concepts and teaching tools in development, and gather feedback via Google Forms questionnaires that allowed me to enhance the teaching approach as we progressed through the week.

Subjects: Creative Arts and Design > W200 Design studies > W230 Clothing/Fashion Design
School or Centre: School of Design
Date Deposited: 20 Nov 2019 14:07
Last Modified: 01 Dec 2019 12:03
URI: http://researchonline.rca.ac.uk/id/eprint/4173
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