Below are my reflections on the intervention which took place during the first year sewing skills workshops, each occurring over 3.5 days during the Autumn term. Each technician teaches one pathway (30 students), with the form group split in half and receiving sewing skills workshops one week and pattern cutting tuition the other.
Initially, I introduced the adaptability packs on the second day of the workshop. This wasn’t the best time to do so on reflection as it was only a half day. I was already struggling with student engagement and the amount of content we needed to cover in half a day. The tools were not used at all by the students over the 3.5 day workshop. I concluded I needed to introduce the packs and my intervention at the start of the first workshop day, when students were more engaged and open. I felt like this was research practice in action – look at chart.
After my reflection on the first attempt, I spoke to two colleagues who were teaching pathways that typically have students who are less experienced in garment construction. They agreed that they would be happy to introduce the packs and surveys to the second half of the group the following week and I briefed them on introducing the project and aims.
Wehn teaching my second cohort, I introduced the survey at the very beginning of the workshop, after taking the register, and explained my studies, the aim of the intervention and how helpful survey responses would be, whether students used the tools or not. This helped me focus both myself and the students, as when I went on to explain the plan for the next 3.5 days, I could also tie in the relevance of the adaptability packs. In the first ‘run’, by introducing the packs on day 2, I realised this had reduced some chance of the cutting tools being used, as we had already cut out much of the fabric required.
As I demonstrated the various sewing techniques I had the tools next to me, referring to and demonstrating with them and the wide range of applications of use. I noted that students could use them as they pleased to aid their sewing, not necessarily for the intended purpose. I found that students seemed reluctant to engage with the tools independently, perhaps viewing them as unnecessary. There seemed to be a kind of pride thing of not wanting to appear as though they needed help, from myself or the tools. I felt this was particular to this half of the group and that there were some students who were very vocal about not needing the tools, were quite dismissive of the teaching received and very vocal of their professional experience. Some of the behaviour felt quite disruptive and disrespectful, which was a challenge and I believe did have an impact on students ability to be vulnerable and ask for help or feel confident in trying out the tools without judgment.
To try and provide encouragement I moved around the studio space, helping students at the machines. When I saw students struggling I then suggested different tools they could use that could aid their sewing, such as the magnetic seam guide, to help them remember where the seam allowances are and also keep stitches in straight, accurate lines. Many of them actually had their own equipment such as pins and unpickers. I didn’t see them using those much as tools when they were sewing, which on reflection, I think I would’ve encouraged them to use to gain more control. I did demonstrate using screwdrivers and clips to help guide the fabric and hold it together rather than using pins.
If i was to repeat this intervention I would do it in an interview format, and introduce the packs during a less stressful time perhaps on a more one to one basis. Students receive only 3 sewing workshops from technicians during their time on the course, so this often feels very pressured, with lots of information to digest in very little time, with design tutorials, lectures and meetings scheduled at the same time or close to deadlines. We often feel we are competing for students’ focus and attention.