This session was design as a pilot of connecting sensorial interaction with materials. In hopes this will enable younger designer to make informed dedication on sustainable materials.
Duration: 20 minutes
Teaching Strategy: Guided Sensory Based Material Exploration
Learning outcomes
- Identify textiles material using sensory analysis
- Describe fabric properties using textiles terminology
- Match materials to appropriate garment or product uses
| Duration | Task | Resource | Student |
| 2-5 mins | Introduction and learning outcome – brief introduction of sensory analysis and its industry relevance Touch (handle, texture, flexibility) Sight (surface, sheen, weave/knit structure) Sound (Crispness, drape movement) | PowerPoint | Introduce rhetorical question, to encourage international dialogue and or thinking. How often do we choose fabrics based on how they feel, even before we think about fibre content? |
Introduction of materials and their relevance to the industry enabled all participants to have a foundation of understanding. Enabling all students to feel that they could contribute at any capacity.
How often do you choose fabrics based on how they feel, even before we think about fibre content?
Usage of a question, to encourage dialogue and or thinking.Participation came from asking questions and or adding new information, interest and engagement initiates when something in this case a question triggers the learner’s curiosity ( Dewey,1913) . It’s essential to understand which triggers are effective to achieve engagement (Ainley, 2012). Based in my previous experience with delivering material based session, I’ve learnt that it’s essential to incorporate an icebreaker. This eases the mood in the session but also allows me to gauge the level of knowledge peers will have on the given topic. Once more context was provided , peers engage well with the question.
| Duration | Task | Resource | Student |
| 5 mins | Activity 1 – Guide fabric sensory analysis Distribute samples to a small group of students (small group 2-3) Guided Support Texture: Smooth, Coarse, soft, crisp Flexibility: stiff vs fluid Surface: matte vs lustrous Thermal feel: warm vs cool | PowerPoint Hardcopy of activity instruction Bionic reading of Hardcopy of activity instruction Fabric swatches Cotton Jersey Sportswear Wading Knit | Handle fabrics and verbally describe properties Take brief notes using correct textiles descriptors |
For activity 1, peers worked in small groups of two or three, interacting with the fabrics using a worksheet to guide their use of terminology. Two groups were given the same set of materials: (1) wadding, (2) cotton jersey, and (3) sportswear fabric. One group was given a slightly different set: (1) wadding, (2) cotton jersey, and (3) knit fabric. This structure was intended to help students recognise that the visual appearance of a material may not be significant if the application and/or key material properties are the same. Also, to assesse the valid of the overal group’s response.
The spread of responses across different sensory descriptors suggests peer were engaging with and distinguishing between materials; they weren’t just guessing or giving random answers. The fact that different fabrics scored differently across categories shows real discrimination between materials was happening.
| Duration | Task | Resource | Student |
| 5 -7 mins | Activity 2 – Linking fabric swatches, sensory properties to design and end-use decision. Using the materials from task 1, to match end-use Guided questions Why would this fabric work well for this or industry garment? Check learning and assessment To evaluate understanding and vocabulary used can help student to learn more about fabric behaviour and property | PowerPoint Hardcopy of activity instruction Bionic reading of Hardcopy of activity instruction End -use written Cards with garment types or application Fabric swatches Cotton Jersey Sportswear Wading Knit | Match each fabric to the most suitable application Using sensory and functional language to justify choices Example: The silk satin’s smooth handle and lustre make it suitable for evening wear Make connections between material properties and fashion application -Demonstrate awareness of sensory analysis in textiles decision-making |
This activity was one of the most successful elements of the session. It enabled peers to apply the knowledge gained from the previous activity to connect fabrics with their intended applications. This was a whole-group activity, allowing all participants to justify and argue their selections. Once the task was completed, the correct answers were displayed, leading to further discussion and dialogue.
| Duration | Task | Resource | Student |
| 3 mins | Feedback | Post-it notes | Feedback, positive negatives and whether different reading resources was beneficial to all learning styles |
Feedback
Positive
The micro-teaching session was consistently described as engaging, informative, and well prepared. Peers valued the clear structure, well-designed visuals, and appropriate pacing, noting that the slides supported learning without causing cognitive overload. The session demonstrated strong consideration of inclusion, with participatory activities that were well aligned to the learning outcomes and encouraged direct engagement with fabrics.
Several feedback highlighted how thought-provoking the content was, particularly in revealing the hidden technical aspects of textiles and how materials are emotionally interpreted, often without sufficient material literacy. Overall, the session was praised for being inclusive, well organised, and delivered in a way that made peers reconsider fabrics and textiles from a new and meaningful perspective.
Constructive Feedback
It was suggested that including a wider range of materials could further enrich the session. Due to the duration of the micro-teach, I chose to only have 3 types of material with distinctive features as an introduction to the topic. However, should this become a longer session , I do agree more materials will be essential. Another feedback also indicated a preference for a more open-ended interpretation of the fabrics, although they acknowledged that the provided descriptors were useful as an initial framework.
Overall , the learning outcome was to reinforce the connection between materials, the body, and the surrounding environment. This was achieved successfully, as peers interacted confidently and thoughtfully with the materials. The use of questions at the beginning of the session helped to open a personal dialogue about materials and participants’ experiences, enabling discussion around comfort and discomfort in different environments.
References
Dewey, J. (1913). Interest and effort in education. Boston, MA: Riverside.
Ainley, M. D. (2012). Students’ interest and engagement in classroom activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283–302). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4614-2018-7_13
Renninger, K. A. and Bachrach, J. E. (2015) ‘Studying Triggers for Interest and Engagement Using Observational Methods’, Educational Psychologist, 50(1), pp. 58–69. doi: 10.1080/00461520.2014.999920.