In the session delivered by Tim Stephens, on Friday 28th January 2022, it compelled me to reflect on the title question ‘What are we fostering or enabling?’ which
resonated deeply.
That of ‘How am I fostering confidence as a lecturer to my students?’ I am aware that I share knowledge with my expertise in the specialism + I’m equipping students with a skill set in design, which although are classed as ‘Fundamental studies’, are actually lifelong skills, when deeply understood.
The visual slide I speak of on the day had a range of words with different backgrounds which I have listed below:
Anxiety / Creativity / Compassion / Confidence / Curiosity / Competition / Diversity / Inclusion / Productivity / Resilience / Self-esteem / Technical Skills / Transferable skills / Trust / Urgency.
Today as a Fashion Creative, the space I recognise and regularly step into is one I am comfortable in, that being the ‘Fashion Studio’. Which of course was not always the way. I received all my formal Fashion training at LCF + I often describe myself as ‘grown from the ground up at LCF’, in presentations, for I have been nurtured to be confident in this space. But as an undergraduate BAME student I often saw myself as an outsider.
So, it made me question, ‘what am I doing to make my students feel confident in the whole?’. If questioned I could reassign the list into a hierarchical preference, from directly to indirectly. Having ruminated on the list, I strongly believe, over the course of a Unit of study, I engage with all areas, delivering under the umbrella of compassionate pedagogy. However, I’m beginning to think about what I can do maybe differently to foster + enable my students to become more ‘confident?’
Guiding + supporting students to become more ‘curious’ by asking questions is a key factor in my delivery in scheduled sessions. Historically, this has often been on my part making notes of progress + creative directions discussed during Tutorials. There have been times, I have planned a peer to scribe, yet this can prove challenging, depending on the quality of the notes being recorded + their eligibility.
Maybe a move forward is a more inclusive studio practice in engagement, by asking them to document our discussion, digitally or on paper, where they can trust that this action (of recording) is to direct their productivity. Giving students ownership, potentially reducing anxiety + enabling them to have a sense of urgency by collectively asking the questions ‘what can be achieved by the next session?’ + ‘What can I help you with to achieve it?’. When I reflect on building my confidence as a Creative, having a growth mind-set, in learning + teaching, is by sharing knowledge of inspirations + influences of being an observer of life, filtering this information + then translating this celebration into one’s discipline. Fostering this inclusive nature + celebrating diversity, representing a visible presence in the sector.