Author: Eleanor Sweeney

Blog Post 2: Faith

Kimberlé Crenshaw’s theory of intersectionality examines how overlapping aspects of identities interact to shape individuals’ experiences in complex ways. ‘…the intersectional experience is greater than the sum of racism and sexism…’ Crenshaw, K. (1989) Intersectionality isn’t just the stacking of identities, but about how they combine in unique ways that produce specific and often overlooked… Continue reading Blog Post 2: Faith

Blog Post 1: Disability, Intersectionality and visibility within the Creative Industries

This year the UK government has announced cuts to disability benefits, with the intention to take £5bn by 2030. The disabled experience in the art world is becoming increasingly visible as the demand for more inclusivity across race, gender, class and disability is being called for. The ableist political landscape is detrimental to the progress… Continue reading Blog Post 1: Disability, Intersectionality and visibility within the Creative Industries

ROT: Review of my teaching practice by Claudia Nuzzo

Please note both my peer (Claudia Nuzzo) and Tutor (Karen Matthewman) reviewed the same teaching session of mine due to time restraints. However, I asked both of them to feedback on different aspects to add a more diverse range of feedback.

Case Study 3

Assessing learning and exchanging feedback Context: Written assessment and feedback for practical projects Background: I have been assessing student’s projects across the 8 years I have worked at LCF, I have noticed the style has changed a lot since my first few years. Initially assessments included an in-person presentation and then 1-1 verbal feedback. With… Continue reading Case Study 3

Case Study 2

Planning and teaching for effective learning Background: BA2 Embroidery Design Class Held: In person, Friday 1:30-4:30pm LCF Stratford 13th floor Session type: Presentation, demonstration, practical exercise Number of Students: 10-15 I run 8 sessions across a 9-week unit, I have been working with 2nd years in a design role for the past 6 years. Over… Continue reading Case Study 2

Case Study 1

Knowing and responding to students’ diverse needs Background: Embroidery course- highly practical based 18-25 students per year group, 10-13 per class Context: BA2 Designer Identity Written and Visual Proposal session (3 classes a term to support a written proposal for their visual project at the end of 2nd year) In these sessions I work with… Continue reading Case Study 1

Microteaching reflection

Embroidery Uncovered : My own teaching practice as a lecturer on the Embroidery BA at LCF includes a lot of 1-1 tutorials held either in the workshop or design class. The focus of these tutorials change week to week but are always focused on their current project. A common structure to all embroidery projects is… Continue reading Microteaching reflection

Introverted Learning

Reflection 2 : After reading ‘Embracing the silence’ I immediately thought about how I could bring some of the ideas and reflections from this paper into my BA2 design class sessions. Although this article focuses on the movement into online teaching that happened during covid it also reflects on how to bring silence into the… Continue reading Introverted Learning

What comes naturally to some, does not come naturally to others

Reflection 1 : I was unable to attend the first workshop in person as planned and caught up by watching the online recordings from the online session group. So far, my impression of the PgCert is that it is easy to become overwhelmed, although on paper it doesn’t seem to be too much work, undertaking… Continue reading What comes naturally to some, does not come naturally to others