My peers’ approach to Object-Based-Learning was an interesting learning experience for me and showed each person’s individuality, although there were slight echoes in some of the exercises. Performance and storytelling featured in some of the activities, which pushed our imagination, whilst others were about clear demonstrations to help us understand the process that went into making the object. I am going to refer to key takeaways from the overall session in this post.

I learnt from E-Sinn how to make statistics, which by themselves would be quite dry, more impactful by combining with stirring images. The statistics and images provided the context in which to introduce the creative act of patch mending worn clothes, and the urgent need to shift our mindset in Western societies around consumerism, use and value whilst reflecting on the causal effect on the climate and the environment if we do not. She described the sewing technique as a Japanese tradition, which remined me of ‘Wabi-sabi’, a Japanese tradition centred on the acceptance of aging and imperfection.

I learnt from Mat the potential of roleplaying, storytelling and the use of a soundtrack in the classroom. For me, the objects did not occupy the central focus of the activity – they weren’t intended to. It was about his setting of the scene allowing our imaginations to take over as we shifted our perceptions of the everyday objects that we are familiar with, reframing and assigning them with different use values and alternatives. The use of time was also very effective in stimulating our imagination. Interesting reflections from our group included the activity’s effectiveness in the use of a familiar soundtrack and show format for breaking through the ‘wall of awkwardness’ that might be otherwise be experienced by students roleplaying. A useful challenge from the group was the use of a well known British show, which students from outside the UK may not be familiar with. This could be addressed with more narrative at the beginning about the show.

Joel brought in an elaborately dressed stuffed fish called Josie, and prompted us during his activity to each ask potential research questions, I asked: ‘how might Josie help me to understand our relationships with inanimate objects?’ However, perhaps like John, our tutor, I was heading to the deep end from the outset when there were more pertinent questions like ‘why is Josie wearing a lipstick?’ Or ‘why is Josie wearing a dress?’ Joel asked us to reframe our questions that started with ‘what’, which are likely to lead to convergent responses, with ‘how or why’, which would open up more opportunities for investigation. My reframing of the question was: ‘How do we develop categorisations, types and identifications?’ I learnt from Joel ways of unpacking terms such as ‘Analysis’ and ‘Evaluative’ within Learning Outcomes to help students to understand them easily.

D’s and Dan’s objects were essentially focused on the value of the spoken and dialogue. Although D’s had brought what seemed like a special object that meant a lot to him in terms of his story, his identity, and how it came to be known as D, the exercise was less about the object and more about all members of our group revealing, peeling back a central aspect of ourselves – our names – and our relationship with them, and as a result our different places of origins. Following the exercise, D explained that he uses it before introducing a filmmaking task as further exploration of identity for his students. As a group, we thought the exercise worked as an effective icebreaker, but wondered whether some prep time might be required ahead of the session before asking students to explore vulnerable or exposing aspects of their identities.

Dan’s use of conversations highlighted its value and the various liminal spaces that it can occur such as in the corridor, in the lift, the spaces outside the classroom.

Tilly and Paula both approached their objects as tools for demonstrating the composition of matter. In Tilly’s case, books and magazines to illustrate the construction of paper and how to identify grain direction. And in Paula’s case, intertwined cables to explain DNA composition. Tilly’s demonstration felt more accessible as it was a direct and practical experience of what she was explaining, whereas , I felt on a few occasions that I wasn’t able to follow Paula’s explanation. We had suggested that Paula might consider segmenting the demonstration, so it felt more digestible for students. Also, that she might give each students their intertwined cables so that they could echo Paula’s moves and directions, which might help them further to assimilate the information that she is providing through the exercise.

Overall, it was a great session that opened the doors a little more into my peers’ disciplines and teaching interests.