As part of the prep for the cross-programme event on ‘How to use objects to support learning and teaching’ I watched a video titled ‘Museum & Study Collection: Judy Willcocks Copenhagen Presentation’ where Judy Willcocks, Head of Museum & Study Collection speaks about the history of the Museum & Study Collection, object cataloguing, and how the museum supports teaching and learning at CSM.

Some key findings from this video were how there has been a shift in students, and how they now want to learn actively through doing and making, rather than passively by looking and listening. Within object-based learning, curiously and interest are the key motivations for learning. She also spoke about how historically they would should textiles to textile students and rate books to graphic design students, but over time they have adopted a more interdisciplinary approach.

Whilst on teaching on my styling course we have a day dedicated to Style Labs, which are creative workshops where students work together in groups, using physical materials, research and ideas to create innovative outcomes aligned to a set brief. I have rarely given value to the materials that we use and collaborate with these Style Lab sessions. What I mean by this is, I do not invest the time myself, or encourage my students to create space for reflection of the garments, fabrics or accessories that we are using. Touching materials is a key part of the embodied learning experience. Aesthetic appreciation is a learned experience. I should carve out time where I encourage my students to have almost staged, forensic examination of the objects in order to develop our understand of the signs and symbols they hold to us culturally, socially and politically, rather than just seeing them as tools that we can use to help support their desired visual outcome.