For my micro-teaching session, I wanted my students to use the object, Hilye poster, to critically reflect on design history, what we include and exclude within the canon of Graphic Design.
The Hilye poster:
The structure of the session:
5 mins – Exploring the history of posters
3 mins – Visual analysis part 1: Looking at side 1 of the poster while considering the following prompts:
What do you notice about this piece visually?
Why do you think it exists? Where do you feel it usually lives?
What context and history do you give this piece?
Have you seen anything like this before?
4 mins – Visual analysis part 2: Look at side 1 and side 2 of the poster while considering the following prompts:
After learning a bit about the piece, does that change your ideas about the object?
What does this object tell you about how artists were working when this piece was designed?
How is it decorated and what does it tell you about the technical skills of the maker?
5 mins – Group discussion to share your thoughts
3 mins – Explain what is a Hilye and wrap up/ questions.
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Feedback from the micro-teaching session:
The delivery was confident, accessible and inclusive. The information was clear in how it was broken down and helped the students to dissect the poster.
The context could have been expanded further when talking about posters. Use more imagery to separate and identify how different printing mechanism define what is and isn’t a poster. Having some sort of description or definition of posters.
There was a good pace to the structure where the students didn’t feel overwhelmed by what they needed to do within the timeframe. It felt prepared and made a student feel comfortable.
You used the names of the students present and there was good engagement with them. The prompts/ guided questions on the screen were really helpful and useful in case people didn’t or didn’t think about certain aspects of the poster.
It was good that you presented your object within your areas of Graphic Design, it was also a way you brought something about yourself into teaching. It was also a good thing to you spoke about decolonising the curriculum and really thinking about non-eurocentric references.
Response to the feedback from the micro-teaching session:
I found this session really helpful. The feedback gave me a lot to consider especially about not under/overestimating your student’s prior knowledge. It is good practice to approach whatever topic you aim to teach, take a conceptual ‘step back’ and explain the wider contexts and nuances around it.
I am glad the session did not feel overwhelming and the questions in the visual analysis parts were useful in guiding critical reflection. I feel this shows good consideration and planning for my students.