Reflection on the Visual Design course in GBS, teaching on Sat 13/11

Teaching context

The student cohort are in their first semester of the Visual Design course. The students attend the course part time, while they work in more or less subject related companies. They are between 22-40. The student cohort contain 20 female students and one male student which come from various places of Switzerland.

The project I am teaching runs over the entire 1 semester, 19 weeks were I hold 4 full day teaching sessions in the preparation phase of the project. The project itself is on gender socialisation and gender diversity.

This is my following schedule with the group

24/09 – Session 1: Introduction to the project, in person

25/09 – Session 2: Visualising the concept, in person

30/10 – Session 3: Definition of the problem and solution, online

13/11 – Session 4: Project proposal and mood boards for design direction, in person

29/01 – Session 5: Presentation, in person

This was one of my first teaching situations in this cultural and institutional context.

Before Session 4

Session 3 took place in an online format in which I got to know the students better and learn their names. The chance to see the students’ faces without mask online, to be able to switch between their screens and share my screen really helped to navigate and build connection to the students.

I had the feeling that the session went very well and the students had a sense of ownership of their project by then. Therefore it was more the case of engaging in conversation and meeting them where they were to help refine their ideas (not necessarily holding a firm structure to take them out of their comfort zone)

A template for a project proposal which I prepared was a guide line which helped the groups to work individually while I could take time for long individual group tutorials.

The lesson plan of the session was simple and the agenda clear. This helped me to be present

After an hour and a half journey I arrived 20min before the session without a minute by minute lesson plan. Which in other case would make me extremely nervous.

We set up the room together before the session could start.

During the session

Initially I felt a bit nervous, wanting to do a check in but not exactly knowing how that could work in a large group in person. Out of nervousness I initially went quite quickly but managed to ‘pass on the ball’ to the groups of 4 for a check in. In a looser conversation the group could land and the engagement in conversation with the group set a good atmosphere to start with.

I made space for some reflections and potential questions that came up before introducing the content of the class.

With a projector I shared the proposal template and talked through the details. That way it was clear for everyone to get started independently and I could do extensive group tutorials. I sensed where the group was at, checked in with them if they needed breaks and shared important reflections.

During the session it was a respectful vibe, meeting the students on eye-level. I had space to ask where the students were at, had flexibility on the structure yet clear direction where we needed to go as a group that day. It also allowed me to improvise at the end, look at each others progress, allow the students to speak while supporting whenever needed. The was good time keeping and the end of the session felt natural, spacious and we finished in time.

My (emotional) reaction

With an initially nervous start it then changed to a very positive session. During the conversations with the group, I had enough space and compassion to be present, sit with questions and not feeling the urge to give immediate answers. I felt trust in my facilitation skills to support and guide them on their creative journey with their individual project without needing to force a direction out of insecurity. It also helped that it was a group project. That way the conversations were three way and not too directly one to one. (Note: I often feel that I get too close to people in a dialogue, which scares people off)

My intention and goal of teaching that group

On session 1 and 2 I had the intention to ‘pull them out of their comfort zone’ which there was way more resistance.

In this particular session, my goal was to support the students on their path. It felt like in session 3 I shared and connected to the importance of that subject, which opened my heart and helped me to shift my intentions away from a ‘lack of self-confidence’ (which currently is more often the case) to the care to the subject and my integrity.

I engaged with the subject enough to feel confident to hold various also challenging conversations, yet holding compassion for all sorts of emotional reactions.

Conclusion

In the previous sessions I took the students out of their comfort zone, got to know them and the direction of their projects, engaged in various email exchanges where I intentionally built connection and nurtured my compassionate approach to that group. The groups found a sense of ownership on their projects, which allowed me to let go of control and trust them together to find their path in the creative project with my support.

Reflection of a students

• It was great, she really enjoyed the session with me.
• The subject of the project was for some very new and confronting but in the process of engaging with gender diversity they have learned a lot, engaged in expansive conversations and felt that it is a very current and relevant topic.
• The reflecting student felt rushed in session 3. She suggested that it might be very helpful to know the day before the core of the session so she could prepare mentally or practically for the session.