Pedagogy and Professional Development

A Capsule Collection Based on the Juxtaposition of Two Exhibits: Collaborative Teaching Project

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Abstract

Student success in this approach began with registration in the two concurrent classes. Students final project benefited from additional classroom and studio time, the diversity of having two teacher perspectives, and as classmates working towards the same project goal in dual classes, students developed more intimate and effective peer review.

The Collaborative Teaching Project, a shared cohort of design courses intending to increase students' classroom focus and success, capitalized on student registration in concurrent partnership classes, (a) an advanced fashion design illustration course and (b) an advanced pattern making course. Students were engaged in an integrated project with shared outcomes; experiential learning, design evolution and research focus, personal and group reflection, mind mapping and visualization exercises, critique, and networking through outside partnerships.

Students were assigned a capsule collection project, which evolved from their primary research prior, during, and post museum visits, and their own experience attending and reflecting upon the exhibits in three-dimension. The exhibits included the Heavenly Bodies: Fashion and the Catholic Imagination, Metropolitan Museum and The Cloisters, (primary inspiration) and Fashion Unraveled, Fashion Institute of Technology (secondary inspiration).

Keywords: Experiential Approach

How to Cite:

Moretz, C. A., (2019) “A Capsule Collection Based on the Juxtaposition of Two Exhibits: Collaborative Teaching Project”, International Textile and Apparel Association Annual Conference Proceedings 76(1). doi: https://doi.org/10.31274/itaa.11201