Contextual Background: I am an HPL on the BA in Illustration and Visual Media at LCC. In Year 1 we are delivering a new unit: Critical Positions (brief attached), where students choose a specialist pathway. I am leading the 3D pathway and currently developing the SOW.
Evaluation: In my experience, our students are often interested in working three-dimensionally and with material but don’t always have the necessary knowledge or skill set. Consequently, the challenge is creating enjoyable learning experiences (notably within studio labs, digital skills classes and technical workshops), that help students build foundational knowledge by critically engaging with materials/objects to understand their properties, uses, narrative potential and context.
With my Year Leader’s support, I have decided to implement Object Based Learning (OBL). As Hardie (2015, p. 19) observes, “objects can engage multiple senses and can offer meaningful and memorable learning experiences.”
Moving forwards: In planning for effective teaching and learning, I will embed OBL in the following ways:
Studio Labs: OBL will be implemented across studio labs to create experiential educational activities that facilitate active learning, in line with Hardie’s view that “objects can energise learning and teaching” (Hardie, 2015, p5).
For example, in the first lab students will be shown a selection of objects and materials to facilitate group interaction and discussion, and conduct a tactile investigation using a provided task sheet. As Hardie observes “the use of objects in small group work at the start of a course can offer a valuable ice-breaker activity as learners focus on items while developing their social interactions with their peers” (Hardie, 2015, p. 20). Prompts will focus on material, narrative and contextual factors; and facilitate shared learning through engagement with and analysis of the objects and materials on display.
Digital Skills Sessions: Students will learn laser cutting and 3D printing and OBL will be integrated. For example, I would like to bring a 3D printer into the classroom during the 3D printing session, so students can see their design become an object in real time. This decision is supported by Hooper-Greenhill’s observation that “Objects can act to ground abstract experiences and. . .arouse curiosity” (Hooper-Greenhill ,1999, p. 21).
Technical Workshops: After reading the article How do art and design technicians conceive of their role in higher education? (Sams, 2016), I am trying to be more intentional in how I collaborate with technical staff. For this project, I will invite technicians from the 3D Workshop to do an induction with students in the first week and ask if I can use material samples from their workshop for OBL during studio labs. Students will be encouraged to use the 3D facilities and build meaningful relationships with technical staff.
In the coming weeks, I will meet with my Year Leader to ensure my SOW is appropriate and relevant to the unit aims, student cohort and level of study. Before teaching starts, I will arrange a meeting with the staff team to answer questions and ensure parity. I will suggest that we bring materials/objects into the meeting to demonstrate OBL. I will also ensure there is opportunity for students to feedback at the end of the unit and will use their insights to inform future iterations of the Pathway.
References
Hardie, K. (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching, Higher Education Academy. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/kirsten_hardie_final_1568037367.pdf (Accessed: 10th March 2025)
Hooper-Greenhill, E. (2002) Developing a scheme for finding evidence of the outcomes and impact of learning in museums, archives and libraries; the conceptual framework. Learning Impact Research Project. Leicester: University of Leicester.
Sams, C. (2016), ‘How do art and design technicians conceive of their role in higher education?’ in Spark: UAL Creative Teaching and Learning Journal, Vol 1 / Issue 2 (2016), pp. 62-69
Appendix
BA Illustration and Visual Media Critical Positions Unit Assignment Brief: file:///Users/macbookpro/Downloads/BA%20IVM%20Year%201%20Critical%20Positions%20Assignment%20Brief%2024.25.pdf
BA Illustration and Visual Media Critical Positions Project Brief: Wordless Storytelling: file:///Users/macbookpro/Downloads/Critical%20Positions%20Project%20Brief%20(1).pdf
BA Illustration and Visual Media Critical Positions Unit Assignment Brief: file:///Users/macbookpro/Downloads/BA%20IVM%20Year%201%20Critical%20Positions%20Assignment%20Brief%2024.25.pdf
BA Illustration and Visual Media Critical Positions Project Brief: Wordless Storytelling: file:///Users/macbookpro/Downloads/Critical%20Positions%20Project%20Brief%20(1).pdf