Sien Rylant – Graduation 2025

Sien Rylant
Welke didactische ingrepen in de leermodules marokijnbewerking stimuleren bij de cursist zowel zelfregulerend leren als de ontwikkeling van creativiteit in het uitvoeren van opdrachten?

educational master in audiovisual and visual arts

Mentoren:
Willem Breynaert

In the Moroccan leather worker (leather handbags) program, students design their own collection in their fourth year. What I often notice is that the first three years do not adequately prepare them for this collection year. During that period, they are immersed in various techniques, but when they are asked to put together their own collection in the fourth year, a large number of students appear uncertain and ill-prepared. They often don’t know how to approach the assignment. Common responses include: “I’m not a designer,” “It’s just a craft, isn’t it?” “I’ll just copy this bag, it uses enough techniques.

”How can I offer sufficient time for practice and the development of insight, while at the same time allowing room for free choices, guaranteeing quality, and effectively teaching the essential techniques?

For this research, I made a number of didactic interventions in the existing modules that promote self-regulated learning and creativity. In doing so, I looked for concrete tools that could serve as a guide.

Sien Rylant Welke didactische ingrepen in de leermodules marokijnbewerking stimuleren bij de cursist zowel zelfregulerend leren als de ontwikkeling van creativiteit in het uitvoeren van opdrachten?

Sien Rylant
Welke didactische ingrepen in de leermodules marokijnbewerking stimuleren bij de cursist zowel zelfregulerend leren als de ontwikkeling van creativiteit in het uitvoeren van opdrachten?