Week 1 after midterm - Complete Francis Bacon in the first double and learn how to draw swiftly and paint anatomy in the second class in a Jenny Saville style.

Week 2 - Plan idea for final piece, take images of planned scenes that represent the hardships of fast fashion create this image in the classroom with peers and photograph to use as a primary source. Grid out and draw photographed images onto paper.

Week 3 to 5 - Painting, mixed media, questionnaires and exercises related to my research study etc.

Week 6 - Final touches if needed and final presentation of work

Few students went beyond expectations and showed commendable conceptual knowledge of the theme.

Few students pushed the boundaries and painted on fabric surfaces and fast food bags.

Most students chose to use textural elements in their work using relevant materials that would deepen the concept.

Ran out of time with students, under estimated the time taken to paint.

Most students were not able to make the connection between fast food consumerism and fast fashion consumerism.

Many students lost focus on the concept towards the end of the project as I felt their answers to the last questionnaire mostly showed an insufficient description of the meaning behind their paintings.

Highlight and focus on the point of using acrylic paints. Due to the heaviness of the paint compared to other paints such as watercolours. Make the connection between heaviness of paint and the heaviness of fast fashion itself. Many students asked to use water colours and struggled to understand the importance of using the thickness of acrylic paints to help strengthen the concept. Some therefore watered their acrylics down severely. A pre-final exercise on paint consistency and exploring its values and how artists can use types of paints to their advantage would be useful.

Many stop motions went beyond expectations.

The students took to the backdrops and props more literally than I intended and came out with some amazing creations.

Students were limited to backdrop design as they could only work with one side.

Many animations revolve around the same theme and some groups missed the habitat message.

Some groups finished filming way ahead of the rest of the class.

Students were slow making props as they opted for their own choice of materials and overcomplicated simple designs.

I will initiate stop motion with a small class to get the group hands on making small silly stop motions with their friends or objects to get them using the software from the beginning.

I will give students the choice to select story options from a list rather than come up with their own.

I will lengthen the time students need to create their backdrops and focus on paper mache for all students to use when creating props etc.

I will ask students to create reverse scene set up with a divider down the middle of the box set up instead of using one side of the box.

Students showed great attachment skills and no vessels were cracked or misfired.

Symbolism was evident in all sculptures and was justified by each student.

Students struggled to represent themselves in the unique way I intended and opted for very basic standardized symbols.

Most vessel forms looked the same as the next one. Student were reluctant to build them up or distort their original form.

Many students did not get the opportunity to glaze their vessels.

I will ask students to select a myth/story/movie/song that they enjoy and translate it into a built up vessel/character instead of based on themselves solely.

I will allow more time in the design stage for students to create that idea bank to go back to.

I will encourage bigger sculptures.