Object based Learning
As part of the cross study Academic Practice Event Series 2022-23, we were tasked into looking at object based learning.
The pre-task involved watching a video from Judy Willcocks, Head of Museum & Study Collection at CSM.
Her presentation covered a number of areas around objects to support learning and teaching, how CSM first started its collection based on the statement that “aesthetic appreciation was a learned experience and gathering these objects would inspire a generation of makers who might go on to
challenge the perceived design hegemony of countries in mainland Europe” (J Willcocks – Youtube 2018)
She referenced the rise in Art History and Cultural Studies courses being undertaken in the 1970’s. She also reflected that Object based learning wasn’t sticking and wanted to put it at the heart of curriculum learning.
She quoted scholars such as Scott G Paris who in 2002 coined the phrase object centered learning particularly to address the issue of objects engagements in a museum setting (https://www.taylorfrancis.com/books/mono/10.4324/9781410604132/perspectives-object-centered-learning-museums-scott-paris)
She also cited that OBL encourages the use of learning skills such as communication, Teamwork, Research and analysis. The haptic interaction leads to using objects as a focal point for learning awareness.
Some of the key changes to her practice came from:
- Moving from the old building to the new Kings Cross campus, helping to break the connotations of old stuffy museums that didn’t attract the teen to 25 demographic wanted.
- Her own educational journey by undertaking a postgraduate certificate in academic practice
- Working with the University College of London who were beginning to unpick the possibilities of object based learning as an academic discipline within higher education
- Collaborating with Graham Barton (UAL Centralised Academic Support Offer) to design deliver and evaluate object based learning sessions
Once the video was concluded, we were presented with another task. Watch a video of an object and describe our ‘emotional or extra rational’ feelings towards it.
https://arts.ac.libguides.com/c.php?g=686452&p=4906489
We were issued a worksheet which contained the themes of ‘Personal Response, Relationship to previous response and Empathy for the subjects.
The statements were broken down into further questions such as :
What is your immediate reaction to this object? Do you like it? Dislike it? Does it make you feel uncomfortable in any way? Or does it make you happy?’
Do you feel stimulated or aroused by your experience of engaging with this object? Can you explore what is going on in your body? Do you feel calm? Or is your heart rate increasing? What about your breathing? What does your bodily reaction reveal about what is going on in your mind.
What does this object remind you of? What else does it make you think of? Does it evoke positive of negative memories? And how does that influence the way you encounter the object?
What might it mean to you to be able to touch and hold this object? Do you think you would feel a connection with the maker or those who have used or viewed the object?
The object was a box created with folding paper covered in various statements which lead me to believe it was made by someone or various people in prison.
- Fuxk the System
- B@stards
- Cell 2 is a Snitch
- I am more than just a number.
- Value me
- Serving time to make you feel safer.
Following the questions, I immediately felt empathy. From the design of the box, the statement and even the font, my interpretation of the item constructed as a messaging device designed to signal the thoughts and raw emotions of the creator. Revealing more statements as it was opened, the direct references to being caged, the transference of frustration and longing for freedom were evident from just watching the video, something that could only be gleaned from the object and may have been lost within a myriad of words on a written report.