Session/artefact to be observed/reviewed: Wig-making samples

Size of student group: n/a

Observer: Carys Kennedy

Observee: Kitty Eyes

 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One
Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

This on-going collection of wig-making samples is currently being made by myself for all three year groups on BA (Hons) Hair, Makeup and Prosthetics for Performance. These samples are not included in any workshops but are used to assist students in casual one-to-ones and supervised studio sessions when students need assistance visualizing the making process of a wig, and what kind of construction their designs necessitate. Students are introduced to wig-making and basic hairdressing from their first year and are expected to produce hair pieces for most of their physical projects throughout their course.

How long have you been working with this group and in what capacity?

I have been working as a Support Technician for this course for nearly 4 years. The current final year students were first years when I started, so I have seen them all progress through their wig-making classes and am aware of all three year’s individual ability. 

What are the intended or expected learning outcomes?

The samples should be able to help the students have a better understanding of specialized knowledge pertaining to wig-making and hairdressing, thus assisting them in their designs, experimentation, and realizations for each units’ physical outcomes.

What are the anticipated outputs (anything students will make/do)?

The students are required to make and/or style a hair piece for every practical unit during their course.

Are there potential difficulties or specific areas of concern?

The presentation of the samples has not been finalized, leaving them in a file folder with small labels attached. Additionally, as they are very delicate, they cannot be left out in the classroom so are only accessible when I am working.

How will students be informed of the observation/review?

No students will be present at the time of the observation as the samples are not currently used for any lessons.

What would you particularly like feedback on?

I would love to know if Carys has any opinion on the presentation of the samples – I know that they come from an academic background and do not necessarily use physical samples in their teaching, so I’m interested to have a fresh pair of eyes and ears that are coming from a completely different teaching perspective.  

How will feedback be exchanged?

Carys and I will be meeting online, I have taken photos of the samples to hopefully depict better detail. A powerpoint presentation has been made specifically for these reviews.

Part Two

Observer to note down observations, suggestions and questions:

Thank you, Kitty, for talking me through your wig-making samples.

You explained that students are expected to submit hair, make-up and prosthetic as part of their assessment. They currently hand in pictures and videos, although you are hoping that they will begin to hand in physical items again soon.

To support student learning, you are producing a range of different samples, using 40, 30, 30 and 15 denier lace. The samples include a variety of densities and knotting. Each sample you showed me was clearly marked with the denier of the lace, the density, and the knot type. On the images you showed me, you had included a pin which gave a clear sense of scale. You also showed examples of different lace seams. You also have taken steps to make the samples ‘user friendly’, such as using hair and lace colours that would be most visible.

You explained that the samples may use hardier materials than standard wigs use. This is so that they can be shared with students, who can handle the samples; standard wigs may be too fragile. Each sample also says how long it takes; the first sample you showed took 4 hours. You explained that a full wig can take an experienced professional 150 hours. By showing students how long it takes, it supports them to make decisions about their project. You explained that you are trying to encourage students to do more hair-styling, or to make hair-pieces and wefts; these are faster and cheaper.

You shared your favourite sample, which you produced when you were a student. You described it as a ‘bad example’; you said you like to show this to students because the right side is more even than the left, so students can see where you ‘figured it out’. You said that you like to share ‘bad examples’ so students know that they won’t get things right on the first try. We talked about this for a while, and I asked how students respond to you sharing your own work. You said that students respond well to this, and explained that you did this same course yourself as a student. You said that you keep an example of your first wig, and the original front, and also share this with students. I imagine that students respond really well to this honesty, and to your technical/professional expertise, and agree that there is a lot to learn from these ‘bad examples’

You explained that students can be embarrassed about what they are making; they can be fragile, and are learning difficult skills. You noted that the large windows at East Bank exacerbate this, as student work can be observed. This is another reason why I think your willingness to share your own examples and practice is likely to be valuable to students.

You explained that that sharing and storing the samples is a complex issue. They are fragile, and valuable, so are shared with students under observation; however, at least one sample has gone missing. You also noted that hair is potential fire hazard, so there are health & safety implications with their storage. However, they are also designed to be tactile resources. You said that this is something you’d like to think about more.

I noted that I felt that I had gained a lot by looking at the samples on-screen, so was wondering if there is a way that images of the samples can be shared with students in addition to the samples themselves. You said that you are hoping to add the samples to a Sharepoint page as a digital resource; however, you noted that students don’t always use the digital resources that are available so you are worried that they might not get utilised. I asked whether a printed resource, like a Look Book, could be developed, perhaps with QR codes linking to the Sharepoint resources.

I was also curious about different types of hair, and how students are introduced to this. You explained that different types of hair have different properties: for example, afro/multi-textured hair is brittle, so European and Asian hair is more commonly used. You explained that Indian hair works best for training heads, as it can withstand the required acid wash. You shared that students had asked about working with different types of hair. You said that students hair also asked about hair derived from animals (e.g. horse, yak and mohair). You said that consideration is being given to the suppliers of animal hair, as corporations are not always able to confirm hair has been acquired ethically.

You expressed a desire for students to be able to develop wigs and hairpieces that can be used for multiple projects. You gave the example of a student who produced a centre-parted hairpiece, and that you recommended using a cross-knot so it can be parted in different ways in future. You told me that it very rare for wigs to be used for only one project, as they are so expensive and time-consuming to make. I asked if sustainability is also a factor, and you agreed that it was. Your aspiration is to develop an even wider range of samples for students to learn from.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Thank you Carys, for this wonderful and in-depth feedback! It was very interesting to hear from someone who does not come from a technical background and so could give a completely new perspective on the samples.

I really appreciated how inquisitive Carys was about the samples – it’s not very often that I get to show these to people who have absolutely no base knowledge of wig making. Carys also mentioned that I used very accessible language, which I’m quite proud of hearing. I think as a technician I often have to try and explain very intricate processes to students regardless of language barriers or learning differences, so it was very affirming to hear that someone who had no knowledge basis for this subject matter found my language to be accessible and easy to understand.

Carys also brought up the diversity of the samples and questioned why there was no diversity in the hair texture of the samples, making very valid points about how students are introduced to hair texture in wig-making. There are most definitely plans for there to be diverse hair samples, but sadly we are currently restricted to very little budget and time for these samples. The samples are never really included in lessons as lecturers and senior technicians often have lesson-specific samples to show. Instead of focusing on the diversity of the samples, we have instead focused on the diversity of the lesson material. Upon reflection, I think that we should most definitely have samples that match up to their lessons (and beyond) and that it should be more of a priority to include diversity not only with curl types, but also with animal hairs.

The feedback that I was most interested in was regarding how to display the samples, and if Carys could give me any advice or opinion. Carys brought up the idea of making a “lookbook” for the samples which I think is fantastic. I have already been considering making a digital record of the samples, most likely on Sharepoint, but I have never been satisfied with the idea of them not being “physical” in some sense. The idea of creating a picture lookbook with possible QR codes that link to the Sharepoint is excellent and allows both students and staff to have access to a physical mode of the samples without me having to be there and without me having to leave the samples out in the open, risking damage or theft. The best of both worlds. Thank you Carys!