For my Object Based Learning Micro-teaching session I wanted my peers to explore ‘Form and Function’ from an unknown starting point to question the meaning of objects. As an Illustration lecturer with a drawing practice rooted in storytelling, I wanted to encourage the students to build narratives together as they explored and understood the objects.
Lesson Overview
Aim: To visually explore hand-made/man-made objects through observation, storytelling and problem solving to find meaning.
Outcome: A series of words and drawings exploring the design and purpose of the objects.
- 0-5 minutes: Objects are presented and passed around the group, with students taking turns to hold and observe each object for silent reflection.
- 5 – 10 minutes: A range of questions about the objects are asked for one word responses on paper or sketchbook (no sentences). Prompts given to encourage alternative perspectives.
- 10 – 15 minutes: Student discussion of the objects, allowing space and time for thoughts to develop and problem solving as a group to evolve.
- 15-20 minutes: Drawing based activities are introduced for short periods (1-2 minutes) for students to explore the objects visually e.g. continuous line drawing.
Reflections
The group were encouraging and enthusiastic, providing a safe space to try Object Based Learning as a teaching session. This was a new approach in my teaching practice and provided me with a challenge.
As the session progressed, I picked up on how the group responded to the earlier sessions by working as a team which informed the way I delivered my own session. The group responded well to having personal reflection time when observing an object before open discussion, which allowed more confidence on sharing their ideas, and therefore I included this in my own session. I also came across this approach in my reading of The Critically Reflective Practitioner, and want to further explore the reflective spaces Thompson and Thompson mention such as ‘personal’, ‘dyadic‘ and ‘as a group or team‘ in order to promote different ways of critical reflexivity within my teaching.
The group worked out what the darning egg was by discussing a textile history or function may be part of it’s story- a reinforcement of the session in how it was aimed to build narratives around objects whilst problem solving. The group responded positively to finding out what the object was. Although not intended as a ‘mystery’ object, if this was the case there could be an element of peer learning as well as discovery which was demonstrated in another student’s session on making oak gall ink.
The drawing element was inspired by both my own drawing practice and my reading of ‘Drawing laboratory: Research workshops and outcomes’. These workshops were ‘aimed to use drawing as a research tool for developing thinking, improving concentration and enhancing memory‘ (Salamon, 2018). I wanted to build from this idea for the OBL micro-teach session to explore how teaching practical investigation through drawing may deepen learning. The students seemed quite adverse to drawing, so I made sure to introduce this element to my session gently to build confidence in their image making and suggest it as a method for learning rather than an exercise in skill.
That said, the drawing element was a bit rushed at the end, as the earlier discussion was flowing well and I didn’t want to interrupt this. I aim to better integrate the narrative element into the drawing aspect of my teaching as that felt like an area that could be improved from my feedback.
Student Feedback
- The group approved of the gentle and conversational delivery with low pressure on the drawing outcomes. The back and forth engagement through discussion benefitted the interaction within the session.
- The session allowed space for the group to create a narrative around the objects and develop a story together.
- Different kinds of observation were encouraged and the introduction of the drawing halfway through the session changed the level of attention in a positive way. Changing the format of a workshop halfway through may be a good technique moving forward to keep students’ attention and include varying approaches to the content.
- To improve, I could incorporate the drawing element earlier, and connect the narratives around the objects into the drawing.
- The ‘mystery’ around the delivery of the objects was also noted as a positive and the ‘reveal’ mid way was a highlight.