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Additional Reading - What does it mean to be reflective?' Chapter of Engaging imagination: helping students become creative and reflective thinkers A. James, S. Brookfield

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Additional Reading - What does it mean to be reflective?' Chapter of Engaging imagination: helping students become creative and reflective thinkers A. James, S. Brookfield

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"Telling students that we are opening up opportunities for them to practice reflective thinking will not always be welcomed. Students may take a purely instrumental approach to this, slipping quickly into a “Just tell me what you want me to do and how you want me to do it” mode. Being imaginative is probably not the ﬁrst thing that springs to students’ minds when they are asked to reflect on their learning. And things become even more complex when they are told that being reflective involves elements of self- appraisal. Students underwhelmed by the prospect of a foray into their own metacognition may prefer an instrumental approach concerned with “getting reflection done” as opposed to fully ex ploring all its possibilities."

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Example of Reflective Writing 3 (Fashion Art Direction 60)

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Example of Reflective Writing 3 (Fashion Art Direction 60)

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Example of Reflective Writing 2 (76) Textiles in Practice

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Example of Reflective Writing 2 (76) Textiles in Practice

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Example of Reflective Writing 1  (71) Fashion

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Example of Reflective Writing 1  (71) Fashion

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Reflective writing is a skill that is required for the second part of your assignment for Term 2 (which accounts for 35% of your grade for this unit) entitled ‘Contextualising My Practice’ (see pp. 7-8 in the Unit Guide).This task asks you to begin to consider the wider context of your own studio practice in a 500 word reflective summary.

Explore the ideas of reflexivity, how we reflect upon what we are doing and why we are doing it, and how this can be applied to writing about your own studio practice.

What makes the Examples successful?
Images of own work, independent research, actually contextualizing their work, finding what is relevant from the lectures, seminars, studio work, other artists, books etc

What reflection have you done already this year?
Can you take inspiration from your sketchbook and research?
Can you piece together small amounts of reflection to help you build up the bigger picture?
Is there a start and end point to your reflection? Has there been a 'journey?'

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Advance Homework Task:

There is no Essential Reading for this session, but you should try to find a short piece of writing by a designer, maker or practitioner of your choice. This might be a personal statement from their website or part of an interview about their work; it doesn’t matter what form it takes but you should bring this to the seminar as a way to start thinking about how you might reflect on your own practice.

Questions for the seminar:

-       Has anything in the CP1 lectures and seminars got you thinking about your practice? What were these? How have they influenced your practice? (For example, did the lectures on making make you think differently about how you approach making in the studio? Or did the session on materials make you think about the materials that you use?)

-       Are there any existing (or historical) designers or makers who have inspired your own ideas or approaches in the studio? What did you find inspirational? How has this shaped your own working methods or outputs? (These might be people you have researched in your sketchbooks or practitioners introduced to you in taught sessions.)

-       Has what you are making or doing in the studio has changed from your preconceptions and expectations when you began your course. If so, what is different and how has it changed?

-       Where do you see your practice going in the future?