Session Plan
- Introduction of tutor and the workshop – ask if anyone knows about smocking -3 minutes
- Introduction to history of smocking – handouts and overview of reference imagery – 4 minutes
- Prepare fabric and tools – 3 minutes
- Demonstrate smocking as class follows along – 10 minutes
For my microteaching lesson I gave a brief overview of smocking, a hand sewing technique which is used in different cultures to provide texture and decoration through surface interest, embroidery or by creating a resist dye. I provided a visual handout which showed smocking in its various applications, from historical garments, traditional dyed textiles and luxury fashion. I was praised for the variety of references in my visual imagery. I intentionally chose images and techniques that were not solely western and were used and worn in a variety of contexts.
I then handed out materials for students to create their own smocking, demonstrating the sewing myself and guiding students through the process. I referenced The Art of Manipulating Fabric by Colette Wolff. Unfortunately I did not prepare individual handouts in time to show the various smocking techniques and use them as guides for students to follow. This lack of preparation made me feel flustered in the presentation.
We ran out of time to complete the task of hand smocking, however the class were left feeling inspired and wanting to continue the task, which was reassuring. Physically moving around the room from student to student had an equalising effect and allowed me to check in on people’s progression.
Co-teaching was discussed frequently in the microteaching sessions today which was a concept I hadn’t heard of before. I touched upon some of this during my micro-teach, for example a student doubled over their thread which was good practice. I highlighted this by raising the possibility that the group could follow this student’s technique. This creates encouragement and positive reinforcement through peer learning and collapses hierarchies to create a sense of inclusion within the group. We discussed ways that I could further positive reinforcement by asking questions such as “(student’s name) can you tell us how/why you did that?” or asking did everyone hear what (student’s name) said?” and then paraphrasing. I discovered that my approach to teaching is student centred.
Linda used the phrase of ‘planting the seeds’. I liked this concept of how a small statement can prompt students to consider the environmental and social impact of their practice, whether through gendering, class, race, and empower them to take further action. Rather than telling a student how to think or feel about what they are doing, you are raising the idea for them to explore and work towards a resolution or implement meaningful change through their actions.
Moving forward I will prepare further ahead of time and practice timings to ensure tasks are suitable and build more confidence and familiarity in teaching the workshop. I will also provide extended reading references and resources for the students to explore ideas further.
I received feedback that the facts I shared around smocking could have been sharper with more accurate dates to build trust in students of my expertise or knowledge. Next time I would include the diagrams from the book as additional guides for the students to follow to produce their samples, as well as demonstrating to the class.
Smocks, smocking, smocked (2022) The Museum of English Rural Life. Available at: https://merl.reading.ac.uk/explore/online-exhibitions/smocks/#smocks_and_english_folk_culture (Accessed: 03 February 2025).
Wolff, C. (1996) The Art of Manipulating Fabric. Iola, Wis: Krause Publications.