Object Based Learning (OBL) experiential student-centred, learning approach ‘involves the active integration of objects into the learning environment’ (Chatterjee, Hannan and Thomson, 2015, p.1).
How inclusive is object-based learning. Assigned with the task to prepare and deliver a 20-minute learning activity, based around an object, for our tutor group (non defined), could there be a universal timeless tool to teach and critique? My field of Architecture utilises a number of instruments, often quick niche, often to those within the profession.
My first thoughts turned to universal objects or exercises that can or is often used in all subjects, discovering that reading can be an OBL exercise. Students answer questions regarding special collections or journal objects, they select from printed objects (books and periodicals) in the library specific to their course or unit of study. We have utilised this in the past to critique the UAL in house collection against the radical agenda of the department – https://www.arts.ac.uk/__data/assets/pdf_file/0014/190112/Spatial-Practices_Manifesto.pdf
Researching and reflecting, I found UAL runs a co-production between the Arts Student Union and Teaching, Learning and Employability Exchange producing zines Decolonising the Curriculum to address disparities in experience and attainment for International students and students of colour, I considered one of these as my object – https://decolonisingtheartscurriculum.myblog.arts.ac.uk/
This type of commentary through object was proposed by Jules Prown in 1982, J D Prown ‘Mind in Matter: An Introduction to Material Culture Theory and Method’ (1982) 17(1) Winterthur Portfolio 1–19. Prown would ask them students to think about deduction applying ‘their own knowledge of, interactions with and reactions to the object‘ and ‘speculate about how the object relates to wider society‘. Relating this back to my own future unknown audience, they would have limited and or no knowledge, choice and reference to any book I could present.
This form of OBL would, I fear, not address or develop many of the following desired goals such as observational skills, Visual literacy, Design awareness and knowledge, Team working, Drawing skills etc.
‘Play… is something fundamentally larger than the individual player or their mental state; it is a pattern of movement that surpasses both the players, and is something to which both players belong.’ (p32) Vilhauer, M. 2017. Gadamer’s Ethics of Play: Hermeneutics and the Other. Plymouth: Lexington.
How to get the group to interact with an object that transcends cultural, subject, race, gender and any other boundaries, enabling the group to experience others learning through the object? Reflecting my proposed object, any proposed interaction had to be universal, I thought of play. Often viewed as childish, it is an invaluable ubiquitous tool for interlinking groups, allowing them to make sense of the world relating to Hegel’s ideas on education means the ‘ability to see things from the point of view of the other‘. Maybe it could also be fun, let’s see?