After feedback from a peer during a seminar on writing case studies I reflected on the kinds of language I have used in the past and how I could change how I design workshops to create inclusive learning spaces. My peer suggested that when I am giving feedback or advice to students I could try to use words that provide connections to different aspects of creative practice, for example, if students are being asked to translate research findings/sketches into designs I could use words that encourage description of texture and how that might be translated into drawings. By using specific, accessible language I can help students gain a deeper understanding of learning tasks and outcomes. The language I use, written, verbal and visual should be used carefully chosen to include all students in learning content, activities and feedback.

Key Words that might bridge the gap between 2D sketching and 3D making: soft lines, rough surface, stippled, sharp egde, bold pattern, hairy, smooth, messy, precise, clean, jagged, miniscule

During a peer observation/micro teach where there task was to visually describe knitted textures, I aimed to think through the connections between feeling (experience of touching an object), thinking, responding to sensory information and how I can translate this into drawing, mark making, choice of medium. Reflecting on the drawings I produced and the way the information was presented I feel these drawings were successful in describing texture.