For the 20-minute microteaching on ‘paper’, my planned session involves:
- Introducing the history of paper through a general knowledge question (3-5 minutes)
- Sharing paper samples to create curiosity and interest while providing a short introduction to papermaking techniques (5 minutes)
- Demonstrating 2 key concepts in paper properties – weight and grain – by having the group bend, fold, and tear paper samples (10 minutes)
I began by deliberately rearranging our space, positioning myself among my peers rather than standing at the front. This physical shift, born from my experience with small group workshops, created an intimate atmosphere that encouraged authentic exchange. The gentle pacing of the session – unhurried and spacious – allowed room for thought and discussion.
The session began with “When and where was paper invented?” This sparked discussion as most participants suggested Egypt, revealing how our early education had equated papyrus with paper – itself a reflection of how educational authority shapes our understanding. This led to exploring paper’s actual origins in China (105 AD) and its significance as a guarded technology. The discussion revealed how paper revolutionized knowledge sharing, printing, and currency creation. While this segment ran longer than planned, the group’s continued interest and post-session discussions demonstrated strong engagement with the topic.
The theoretical discussion flowed naturally into hands-on exploration. I distributed various paper samples, from delicate 60gsm tracing paper to substantial 300gsm watercolor card, alongside an Awagami catalogue featuring handmade washi paper. Using body movements, I illustrated both traditional hand-sieving and modern machine production methods. These tangible materials helped visualize concepts that might otherwise remain abstract. To demonstrate grain direction – crucial in bookbinding – I guided the group through practical exercises of bending paper along both its short and long sides to find the direction with least resistance, which indicates the paper’s grain direction. These physical demonstrations sparked everyone’s imagination while conveying technical details in an accessible way.
Looking back, I’m struck by how the session achieved multiple layers of learning. Beyond the technical understanding of paper properties, it encouraged ‘the art of noticing’ – helping others see the extraordinary in the ordinary. As one participant, Rachel, remarked, “paper would never be the same again.” This comment particularly resonated with me, as it suggested success in transforming something seemingly mundane into an object of fascination and deeper understanding.
The experience reinforced how effective hands-on learning can be. The intimate setting allowed participants to physically engage with materials while exploring broader themes of power, knowledge, and perception. This combination of practical exploration and reflective discussion created a learning experience that transcended basic technical instruction.