My planning for a Unit 7 briefing on the Creative Identity project coincided with some suggested PGCert reading into auto-ethnography. In Revision; An Auto Ethnography Study Toolkit UAL researcher Eve Lin provides an introduction to Auto-ethnographic narratives and writing styles, along with a toolkit of exercises. The overall aim being to help both students and researchers to use auto-ethnography to draw conclusions about cultures’ experiences.
For the ‘Creative Identity’ brief students are required to identify key themes and motivations of their practise. Self reflection is vital, and I was looking for exercises which would encourage the students to understand how formative, everyday experiences have shaped their ‘Creative Identity’ and also their interest in style and fashion.
To kick off, they’re required to write a statement which explores the motivations behind their practice in relation to Fashion Communication.
Written skills are not something I generally teach to FCP students, a visually focussed course. But perhaps the auto-ethnographic writing could be an opportunity to introduce a non-traditional approach to developing a Creative Statement?
Within the toolkit, Lin provides a series of Auto-ethnographic writing exercises; Freestyle Writing; Writing From Memory; Timed Writing; Context Writing. I chose a timed writing, 10 Minute ‘Writing From Memory’ task, where students were asked to recall a formative experience that has shaped their interest in fashion and style.
“Through a combination of personal and empirical research, the goal is to share insights into one’s culture with others, while also helping people within the culture better understand themselves”
When the writing exercise was complete, some students shared verbally, one student in particular recalled how a vivid memory of seeing their mum prepare to go out, her presence, energy and style and the impact this had on them. It was no surprise that they had just finished a short fashion film about a fictional character getting ready, although I don’t think they made the connection to this until we did this exercise.
This task was used together with visual exercise. I provided an article from System Magazine on the relationship between designer Martine Rose and stylist Tamara Rothstein as a pre session reading task. The article explores how inspiration comes from ‘lived experience, not moodboards’, as Rose reflects on how, from an early age, seeing her stylish older sister get dressed up to go to London clubs hugely informed her motivation to become a designer. The use of her personal photo albums accompanied with first person narrative are key in telling this story, ‘My family’s Jamaican, and there was a particular respect for style. Fashion was something almost basic; but if you had style, that was something else.’
Group work can be challenging with 48 students, so I chose to use synchronous collaboration tools. During the session, students were asked to add an image of their own childhood style to this Miro board, along with a link to a track which held some meaning for them. By working on a collective visual document, my hope was to forge a sense of connection within the group, draw out self insight skills and commonality between students who didn’t normally interact.
The Playlist can be listened to here if you want to enter the world of YUNG FCPEEE as a soundtrack this blog reading 
References
Healy, M. (2023) ‘Momentum’ System Magazine Issue 20
Yu Lun, L. (2023) Revision: An Autoethnography Study Toolkit, UAL Exchange.
Bower, M. and Torrington, J. (2020), ‘Typology of free web-based learning technologies’, https://library.educause.edu/-/media/files/library/2020/4/freewebbasedlearntech2020.pdf. Accessed 23rd February 2024