Before the Object-Based learning lecture, I had doubts about its relevance within my fashion communication teaching practice.
The only exposure I had previously to this teaching method was through a brief workshop tailored primarily for fashion design students. As a result, I found it challenging to envision how this method could be applied to my specific subject. As a previous student, I was accustomed to digital research and outputs that didn’t make space for physical objects. While areas such as styling and creative direction had clear relationships with magazines and clothes, learning through objects still seemed disconnected from the communicative aspects of fashion I was accustomed to exploring.
I struggled specifically with the second analysis activity of the ‘La Pavillion d’Amide – Jacket’ from the UAL digital collection website. The task felt frustrating, I found it hard to make a meaningful translation of the object and at times I was disengaged in the short period we had to make descriptive notes.
Transitioning into breakout rooms and exchanging our individual analysis of the jacket allowed me to lean into the difference. Although we collectively recognised the limitations of the activity—such as the inability to perceive the garment’s scent, weight, texture, and temperature—there were additional benefits that may have been overlooked. Due to only having the visual, it changed the way we experienced the piece. This reflection recalled a previous project of mine, where I explored how digital alternatives have the potential to deprive our senses and hinder engagement.
During our group discussion, we explored the confidence we gained when interacting with familiar objects. For example, I brought a Tom and Jerry keyring to the first activity, and because I was already acquainted with it, I had a strong sense of its scale and associated narrative. We also discussed the potential for enhancing the experience by incorporating sensory elements into digital objects. Additionally, we highlighted the benefits of tools like caption descriptions and zoom features, which supported my observations, particularly when examining details such as garment tears and scratches.
By the end of the session, I was pleasantly surprised by the breadth of possibilities object-based learning could offer and realised how I can incorporate physical objects like garments, publications, accessories into my lessons but also alter the tasks and incorporate interactive tools like miro, mentimeter and padlet. By under taking object based learning deliberately, it helped me consider areas of my education experience and notice that i could see how object based learning has resonated with me – in GCSE textile classes.
In conclusion, object-based learning offers a difference, and sometimes it’s better to lean into that difference than to completely disregard it. While there are barriers when it comes to tasks like analysis, there are other tasks that you can use to accompany object-based learning that can help gain insights. In a world where we have access to just about any resource in some way shape or form, a wireless range of resources there’s no argument to limit the use of digital technology. It could only be a benefit to enhance other ways to learning.
Screenshot of our groups contribution to the padlet page and the ‘La Pavillion d’Amide – Jacket’:
References:
Padlet (2024) The analogue and the digital. Available at: https://artslondon.padlet.org/gorgill/the-analogue-and-the-digital-8e6gk91qo34pdpcq
UAL (no date) La Pavillion d’Amide – Jacket. Available at: https://digitalcollections.arts.ac.uk/object/?code=tms:BRS.G.05