Blog 3
Object Learning – Learning through Objects.
This class was online. Museums now archive their artefacts in a digital way to allow more people to view them or use them for referencing. In our online workshop, they spoke about how objects create discussions in classrooms, allowing students to come up with their own theories about the objects, using a method of when, why, and how the objects were created.
They put us into breakout rooms, then showed us two objects which were really interesting 1 a clay pot, 2 a garment.
The clay pot had no description about it, and we had to create a viewpoint regarding this item. Due to the fact it had no description, we were free enough to create whichever story, reference, heritage or values it may have. The conversation was really open and fruitful in describing the pot, giving everybody a chance to discuss it. This object created the Power of WOW! As described by Hardie (2008) “The ‘Power of WOW!” exercise is positioned as the culmination of the students’ introductory studies to visual culture and semiotics. Their design discourse and visual literacy studies are tested through their exploration of how objects can speak: Theory is put into practice.”
The garment had features like labels and name. We found through group discussion that this restricted our thought process, due to the fact that we had information about it.
As a garment technician, bringing objects into studio space before starting a workshop can allow students (and students with diverse learning needs) to engage in garment construction. This is something that I will start doing, as it could involve having discussions with students on how things are made, what machines are used, what part of the world it would have been made in and how garments are seen by consumers, on a hanger or on their website.
Reference List
As provided on the physical handout?
Hardie, K., (2008) Innovative pedagogies series: wow: the power of objects in object-based learning and teaching. p5