Drawing Workshop
During the first weeks at college, first year students are introduced to sketching footwear through a series of four 3-hour workshops. I have designed and delivered these sessions to give students a foundational understanding of how to communicate their ideas visually, regardless of their prior experience or skill level. The focus is on building confidence and equipping them with the basic tools and techniques, such as proportion, perspective, shading, colour, and material representation. I also share practical tips and shortcuts to help them more easily and efficiently translate their ideas into effective 2D sketches.
Sunday Sketches
Bailey, D. (2015) Sunday Sketches [Digital Design] Available at: https://www.behance.net/gallery/24118995/Sunday-Sketches
Each session combines short lectures, supported by illustrative digital presentations. I am aware that most of my students, if not all of them, are visual learners and I make sure to include visual examples of the material that I am teaching to help promote understanding (Dewey, 1938). Each lecture is followed by hands-on exercises that allow students to immediately apply and test their knowledge. I apply an active learning method that ‘provides the environment and opportunities for students to build knowledge and understanding of a subject for themselves’ (University College London, 2016, p. 2).
Air Max 1
Hatfield, T. (1986) Air Max 1 [Drawing] Available at: https://www.nike.com/gb/a/air-max-1-history
For the past three years, I have delivered these workshops, continuously refining and improving them each year based on student feedback, personal observations, and ongoing professional development. One such improvement involved efforts to decolonise the curriculum, a concept I explored more deeply through UAL’s Anti-Racism eLearning Module. In one of my presentations, I introduce students to different sketching styles by well-known footwear designers: Manolo Blahnik, Sophia Webster, Tinker Hatfield to name a few. The Anti-Racism module prompted me to critically reflect on the content I present, ensuring it meaningfully represents a broad spectrum of voices, perspectives, and design practices. Through this process, I realized that the examples I had used highlight a narrow and largely homogeneous group of designers, one that does not reflect the diversity of my students or the wider design community. In curating the content, adding work by Salehe Bembury for example, I have made a conscious effort to include a diverse range of designers across gender, race, age, and background as part of my commitment following UAL’s Anti-Racism Action Plan (UAL, 2021, p.11).
Salehe x Crocs
Bembury, S. (2021) Salehe x Crocs [Drawing] Available at: https://x.com/andscape/status/1438607120551710736?lang=ar
I am mindful to keep each section of the sessions brief and keep to a maximum of 30 minutes for each exercise. I also include a short 20 min break in the middle for the students to recharge, maintain focus and avoid information overload. This approach is particularly beneficial for neurodiverse students, who may find it challenging to concentrate for extended periods of time. I have found that breaking the content into manageable segments helps sustain engagement and supports more effective learning for all students. Occasionally, students are unable to complete the practical exercise within the allocated class time. In these cases, I offer them the opportunity to finish the work at home and present it during the following session. For students who feel uncomfortable presenting in front of the class, I offer the option of a one-to-one discussion where we review their progress and final outcomes together. Students have expressed appreciation for this alternative, particularly during the early weeks of the course when they are still adjusting to a new environment and getting to know classmates. With this flexibility I help to create a supportive and inclusive learning environment, while still maintaining individual accountability and encouraging reflection.
References
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
UAL (2021). Anti-Racism Action Plan. [online] Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0032/296537/UAL-Anti-racism-action-plan-summary-2021.pdf [Accessed: 28 Feb. 2026]
University College London (2016). Active Learning. [online] Available at: https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/20161207-ucl-active-learning-v4.pdf [Accessed 28 Feb. 2026]