Preparing a lesson from scratch can be both challenging and exciting. I particularly like to think about different ways we can learn from each other but keep it fun and engaging. My lesson idea came up from looking at my surroundings and thinking about how many objects define who I am, where I come from or simply give indications of what I do in terms of work but also how I spend my free time. But also, with the intention to use those answers as conversation-starters moving forward.
I named the session “Who are you in six objects?” and it was structured around thinking of and identifying different objects from daily life that are telling of who we are.
I created a brief slide presentation to guide session. Firstly, I presented the objects that define who I am and give a bit more insight into my life, with the intention for people to get to know me a bit more. They were based on a briefing which established some coordinates to execute the task, shown below. After the written brief below, you can also find a screenshot of the objects I selected.
1. An object that tells what you do for living
2. An object that is connected to your cultural background
3. An object that shows your main mode of transport
4. An object that communicates how you spend your free time
5. An object that is within reach or wearing right now
6. A garment that you’re likely to be seen wearing
For 3 minutes, I spoke about my background using the visuals above to establish further connections for peers by engaging them on using varied senses. After that, I introduced the activity, which has been recorded on the padlet link below: https://artslondon.padlet.org/jmaraschin1/who-are-you-in-6-objects-cj6eftmvnyiddred
Participants were asked to think and look for images that represented each of the six statements established in the brief for 7-10 minutes.
When we gathered around again, each of us introduced their answers and gave a bit more insight into themselves which helped to start parallel conversations too. Please find visual below that communicates the second part of the activity:
I thought it was light and fun session, where everyone seemed to have enjoyed. The main objectives of getting to know each other better, and answers sparking conversations were accomplished.
In terms of peer feedback, it was generally positive and, for some, unexpectedly insightful due to the diverse nature of our cohort, which includes individuals from various backgrounds and courses. I believe it would be beneficial to compile some of the feedback provided by peers using a ‘2 stars and 1 wish’ method.
Participant 1
Star: great way to break the ice and get us thinking about different kinds of objects
Star: great to start off with sharing your own objects, creates an open space/atmosphere for others to join.
Wish: more of a question, curious how this leads into other aspects of teaching, already seeing of course links to fashion and thinking through clothing and culture and belonging
Participant 2
Star: It was such a fun icebreaker, a genuine way to get to know one another using objects that shape our identity and find commonalities. A sense of meaningful sharing and vulnerability makes this an authentic experience versus similar introductory exercises.
Star: I enjoyed seeing how others interpreted and represented big concepts in a single image.
Wish: More time for dialogue! How might we use this in other teaching practices for ideation or problem-solving?
Participant 3
What I loved?
The Energy
Stay calm even when things did not go the way they should
What I wish?
Though you did mention to know about people, But may be if there is any Technical term or topic you want to give this whole activity may be
May be what was the task we are trying to achieve in a broader term in Fashion, What is expected? Did we achieve? Or Is it an ice breaking?
Participant 4
STAR: Great activity to do online as it makes use of participants being in their home, own workspace etc.
STAR: Nice combination of ease and challenge. Questions about cultural background have a lovely way of putting those from so-called ‘dominant’ cultures on the back foot 😉
WISH: I would have loved for you to invite specific participants to explain pictures rather than requiring people to volunteer. Volunteering can feel awkward, the pauses disrupt the flow of the session, and it’s probably unnecessary with such a small group 🙂
My initial self-reflection during activity:
Star: I really enjoyed learning more about everyone.
Star: Interested in how objects can be conversation starters and bring people together.
Wish: I wish we had more time to continue the conversation and perhaps the opportunity to do this in person too.
After delivering the session, I took some time to reflect on its outcomes. I believe it served as an effective icebreaker, particularly in an online setting where participants could easily find or create representations of objects that defined them. Upon considering the feedback received, I realize that this activity has potential beyond being just an icebreaker; it can be developed into a session that fosters understanding of our diversity, similarities, and sense of belonging, as one participant noted in their feedback.
I envision incorporating similar activities into my teaching units, such as using garments from different cultures to explore fashion history or analyzing participants’ own clothing to study fashion archetypes, aesthetics, and identity.
Given the constraints of our 20-minute session, time management was crucial, and we had limited opportunity for follow-up discussions. Moving forward, I recognize the importance of a more proactive approach in encouraging participation and facilitating ongoing conversations within the group.
Overall, leading this session was a rewarding experience that allowed me to connect with my peers on a deeper level. It has also provided me with a framework for developing similar sessions for my students in the future.
References
Hardie, K. (Year). “Wow: The power of objects in object-based learning and teaching.” Innovative Pedagogies Series, Arts University Bournemouth.