Author Archives: Lorraine Wireko-Brobby

Contextual Background: In a three-hour workshop, limited time impedes the assessment of student understanding. Factors such as lateness, breaks, and introductory activities like UAL tours and icebreakers take up much of the session. This results in insufficient time to gauge student … Continue reading →

Contextual Background: While facilitating a media workshop, I was informed less than 24 hours before that a student was deaf. Despite making last-minute adjustments, the situation revealed that the student’s needs could have been addressed more effectively with advance notice, highlighting … Continue reading →

Contextual Background: As a visiting practitioner, I’ve often been placed in different schools and frequently encounter significant issues. We serve the outreach programme and lead workshops in various schools to provide access to creative opportunities after higher education. However, while students … Continue reading →

Graham Gibbs advocates for active learning, where students engage with the material through discussions, problem-solving, and hands-on activities, moving from the traditional lecture-based approach to a more interactive classroom. Gibb’s work “Maximising Student Learning,” offers valuable insights into the hows … Continue reading →

I found my experiences with crits as a student to be predominantly negative. Reflecting on my time at university, crits often felt frustrating and seemed to obstruct my progress. Tutors sometimes introduced their own biases into their feedback or failed … Continue reading →

Before the Object-Based learning lecture, I had doubts about its relevance within my fashion communication teaching practice. The only exposure I had previously to this teaching method was through a brief workshop tailored primarily for fashion design students. As a … Continue reading →

Harvard alumni, actress and producer Yara Shahidi delivered a powerful presentation covering the impact of blending conflicting spaces of interest.  With a challenging schedule fixed with a combination of social studies, African American studies and an entertainment career, Shahidi’s Ted … Continue reading →

For my microteaching session, I designed a visual judgment activity leading my peers (imagined as students) to evaluate a collection of magazine covers I had selected. Among these covers were notable industry contributors such as Stormzy featured in the December … Continue reading →

Session: Introduction to Creative Direction Workshop, with Newham College Size of student group: 12 Students (16-18 year old – Level 3 students) Observer: Lucy Finnegan Observee: Lorraine Brobby Photos of the classroom set-up, learning objectives and general atmosphere

Session/artefact to be observed/reviewed: BA Fashion Marketing and Content Creation – Monday 11th March 2024 room 427 Size of student group: 48 Observer: Lorraine Wireko-Brobby Observee: Lucy Finnegan