The majority of my workshops revolve around one or multiple pieces of equipment. Since my goal is to actively integrate these objects into the learning environment, my approach aligns with an object-based learning (OBL) teaching strategy (Hannan, Leonie & Duhs, Rosalind & Chatterjee, Helen, 2016).
The learning outcomes of my sessions primarily focus on the development of physical skills and tangible abilities that students should be able to demonstrate by the end of the session. To reinforce this, I structure my workshops so that whenever I introduce a piece of information, students immediately have the opportunity to practice using it. The sequence in which I present this information mirrors the process of preparing equipment on set, ensuring that students engage with the material in a way that reflects industry practice.
I also make a deliberate effort to integrate the object (camera, light, etc.) directly into discussions, ensuring that every student has some level of physical interaction with it. This hands-on approach is critical, as I believe that physical engagement enhances their understanding. When introducing a new concept, I follow this structure:
- Explain verbally and/or show an example on screen/or live demonstration.
- Encourage immediate hands-on practice—allowing students to physically engage with the concept.
- Reiterate the explanation, reinforcing the key learning points through direct interaction with the object.
An important aspect of OBL is providing students with the broader context of why an artifact is significant to their learning. I usually draw on my industry experience outside of UAL to establish this context. I recognize that this aligns with the ‘examples from practice’ teaching strategy. As Orr and Shreeve (2017, p. 75) describe, ‘examples from practice provide students with authentic insights into professional thinking and doing, helping to contextualize learning within real-world applications.’ While this approach is often effective, there are instances where I encounter artifacts that I have not used in practice. In these cases, I must rely on independent research or seek guidance from the academic team to gain a deeper understanding of the artifact’s relevance.
After moving into this full time role recently, it is inevitable that I won’t have as much time to gain these industry insights organically. Although I continue to work as a practitioner outside of UAL, I have been exploring ways to maintain and develop my industry knowledge through the university. Recently, I reached out to the Learning Support Officer to inquire about available funding and professional development opportunities, particularly for training on newly acquired industry equipment.
Ref’s
Hannan, L., Duhs, R., & Chatterjee, H. (2016). Object-based learning: A powerful pedagogy for higher education. In H. Chatterjee & T. Hannan (Eds.), Engaging the senses: Object-based learning in higher education (pp. 13-30). Routledge.
Orr, S. and Shreeve, A. (2017) Signature Pedagogies in Art & Design. London: Routledge.