Dr Kirsten Hardie, Associate Professor
Arts University Bournemouth
I wanted to reflect on this piece of writing due to two points: active learning and Object-based learning. One I already use, I will upload my document for active learning below the other is something I think I use, but want to build into the foundation of my teaching.
“My rationale for using objects lies firmly in the belief that students’ hands-on engagement with objects can inform and inspire their thinking and design making, and that objects can energise learning and teaching. I agree with Schultz (2012) who states that “interaction with artefacts deepens students’ learning” (p.185).” Extracted from the article Link provided.
Dr Hardie, sets the research of this article right at the end of the introduction, with stated evidence on why this pedagogy is momentous in their practice.
What is an Object? in Object-based learning?
This would be the first question that I hope to answer in this article, does it provide enough evidence that makes the OBL a multi-discipline practice.
OBL – Enhancing learning skills
1. Communication skills
2. Team working
3. Practical skills
4. Observational skills
5. Drawing skills
6. Inspiration
7. Visual Literacy (ability to read objects and make and take meaning from objects).
8. Design Awareness
9. Critical analytical skills
10. Design Knowledge
Case study one: The power of Wow; uses a series of days and different objects to allow students to participate in a dialogue of curiosities in design, placement and space in which an object lives. Unexpected or trivialised objects can deter students of curious interests the examples of Pokemon cards and the rarity to those students in the know, provides a sense of WOW.
Case study two: A Matter of Taste; is a large-scale group team-building activity that requires analytical reports and documentation of the object in the area of presenting the value of individual/group taste on why, where and how these objects relay in society, be it functional, cultural, historical or financial. The idea behind this activity is to learn and share a dialogue of creative responses or co-existing learning and peer understanding. That the value of taste is individualistic and can influence one’s perception of design. Large group discussions can be challenging for the teachers and can be classed as a high-risk activity without considered teacher instruction or interjection. This is a great way to open the conversation around climate impact, carbon footprint and also decolonising objects, making students aware of heritage, racial and colonial impact in design/art. Stimulating and interactive objects allow students to be open and honest about building knowledge and understanding of practice in any form, shape or purpose.
Case study three: For the Love of Graphics exhibition; a shared activity/responsibility in a curated event that is not assessed but is valued in the terms of discipline and personal passion for the subject matter. The participants showcase a range of objects that reflect a student’s response to design, decision making and personal taste with evidence of 50-100 words on expressing research and reflection on why so. The world of ‘community of practice’ is experience-based learning that is unique in this environment and provides students with the importance of networking and channelling the pride of their discipline, the activity is student-led and student centred and provides freedom of risk with the presentation of scrutiny from peers and others. This activity is most interesting and something that could be re-interpreted by many other disciplines, I wonder if I could relate it to my observation and my sock-making workshop.
The value of these case studies really brings to light the effectiveness of object-based learning and clearly states 3 different scenarios that can be related across all disciplines, I believe that answering my question is that an object can be anything, related or unrelated to the discipline but with a focus on how it could be placed within the said discipline. To follow up on this, I would consider how I could place OBL into my technical practice, can we challenge the perception of taught skills with active object engagement and build on technical feedback?
To jump back on the idea of sock-making, the object could be based on students’ love for socks, the design theories behind socks, and why functional socks have now become a design interest in ‘peacocking’ or ‘personal expression’. To build reflection and practice together in an area of inspiration around why students present said socks and on constructing and making their own pair. How can I build the other OBL-enhancing skills into this practice?
Socks are one of the oldest objects ever found in knitting/ knitted textiles the V&A have a great example of these, Weirdly shaped but interesting object/ conversation starter. (LINK)
