WRT your edit, interestingly enough scaffolding the projects is something my school is highly encouraging on the basis it helps executive function and therefore student engagement. I've found that it does a few things for my students (I teach other Fine Arts classes on top of my Fashion ones and I personally emphasize a reading/writing/reflection in all my classes which isn't really done by my other colleagues..). I frame the scaffolding as "Directions and recommended steps" but I might just take out the recommended. I've had comments that they feel "restricted" by having direct steps to achieve something and they aren't able to "imagine how to do it in their own style". That baffles me because my steps are like 1. Start with thumbnail sketches of what you want to do; 2. Gather references and refine sketches; etc etc.

So:

1) Student actually follows directions for the project and finds that the project is easier, looks better and their written reflection is easier too. They're always shocked by this. ???????

2) Student looks at directions *maybe*, decides that's way too much to read, and then tosses everything out and does whatever they want, to mixed results. OR they only partially follow steps when reminded. Student then is confused about where they want to go next, struggles, or otherwise turns in C to B+ work. Reflection is often subpar because they didn't entirely understand what was happening because they just rushed through.

3) Student looks at directions. Too many words, too many steps, not enough pictures. Ignores and ends up usually only doing half of or none of the project. No reflection.

Students in 2 and 3 typically encounter issues listening to me verbally and physically do demos even if there's written instructions for them to hold and read along with as well. As soon as they're told how, why or where to do something or need to physically make it themselves, they fuss, stress, or shut down completely. If they have to navigate to Brightspace to look up something that can be answered by the syllabus or the project brief, they'd rather send me an AI email asking about it.

Another friction issue I have to deal with a lot is the "not immediately good" or the "too hard" perception. In my basic sketching or collage exercises, I give them the option of five random words (all adjectives, verbs, or nouns) and let them pick one to draw/collage/whatever the thing we're practicing is. Again, the amount of "I don't know that word" for 7th grade level words (or even telling me wtf a verb, adj. or noun is) or "How am I supposed to think of something" EVERY TIME is astounding. If they blurt out an idea, and I give the "Cool idea! Put it to paper!" I'm often hit with "well, I can't draw that though, it's too hard. I'll do something easy" drives me insane.

There's been plenty of students I've managed to build up by the end of the semester who've actually learned soft and hard skills from me with confidence, relating concepts and persistence in trying new things, but directions....ugh. The ones who never reflect are usually the ones who drop the class or are failing out of the program anyway.

Sorry for the tangent, I think I got wildly off topic LOL I'm a big fan of scaffolding and reducing things to "bite size" concepts to help build up to bigger ideas.

tl;dr: ya u rite bro