Unit 1 – TPP Microteach
Learning Activity: The Object of Desire
Object: A perfume bottle
Learning Outcomes:
- Observational skills
- Visual literacy
- Design awareness and knowledge
- Aesthetic judgement
- Understanding of key concepts (branding, style, ethics)
Activity:
- Show the object to the group and ask them to observe it carefully.
- Ask them to describe the object in detail, using as many adjectives as possible.
- Ask them to identify the different design elements of the object (e.g., shape, colour, material, texture).
- Ask them to discuss what the object says about the brand that produces it.
- Ask them to discuss the ethical implications of the perfume industry (e.g., animal testing, environmental impact).
Discussion Questions:
- What are the various ways in which the object communicates with the viewer?
- How does the object reflect the brand’s identity?
- What are the ways in which the object is designed to appeal to the consumer?
- What are the ethical implications of the perfume industry?
Interactivity:
- Ask the group to design their own perfume bottle. They can sketch their design on paper or create a 3D model.
- Ask the group to research the ethical practices of different perfume brands. They can create a presentation or write a report on their findings.
Microteach session: July 2023
For my microteach session I picked a perfume bottle after reading this quote:
“Objects can surprise, intrigue and absorb learners; how learners’ wonder of or pleasure in an object – the wow of an item – can create rich important and fun learning.” – Dr. Kirsten Hardie
During my microteach session I showed the participants the Tom Ford Tobacco Vanille perfume bottle and asked them to observe it carefully. I then asked them to describe the object in detail, using as many adjectives as possible. I asked them to identify the different design elements of the object (e.g., shape, colour, material, texture etc.). I prompted them to discuss what the object says about the brand that produces it. Finally, I asked them to discuss the ethical implications of the perfume industry (e.g., animal testing, environmental impact, refills).
How/Why the Activity Enables Participants to Reach the Intended Outcomes
By observing and discussing the perfume bottle, participants had the opportunity to develop their observational skills and visual literacy skills. By identifying the different design elements of the object, participants further developed their design awareness and knowledge. By discussing what the object says about the brand that produces it, participants developed their understanding of branding in a tangible context. By discussing the ethical implications of the perfume industry, participants were able to pinpoint grey areas within ethics in different regions/ industries.
Object-based learning (OBL) can be linked to several learning theories, including:
- Constructivism: OBL provides learners with the opportunity to actively engage with objects and to construct their own knowledge about them.
- Experiential learning: OBL gives the opportunity to have hands-on experiences with objects, which can lead to deeper learning.
- Situated learning: OBL allows the opportunity to learn about objects in the context of their use or creation.
What Took Place and What Was Learned
The participants were engaged and interested in the activity. The “wow” of OBL was definitely there at the start of the session. People were able to identify a wide range of design elements in the perfume bottle and were able to discuss how these elements communicate with the viewer. They were also able to discuss the ethical implications of the perfume industry in a thoughtful and informed way. Discussions about whether recyclable packaging, materials and refills were worthwhile came up.
Feedback:
“I would have really liked to have been able to look at other brands/ bottles to identify the difference between other brands, who they are, what their values are, what their brand is etc.” – Participant 1
“It was interesting to study something that I never really think about. I use perfume almost every day but I never thing about what the bottle says about the brand or me as a consumer. I could look at it in its simple form, an object used to hold the product people are buying or as an object that tells me about the brand.
It is also interesting how much effort the industry puts into something that is essentially a ‘carrier’ and how people buy perfume for the bottle not the perfume. I would never really have considered these things if I had not been part of this microteach.” – Participant 2
“The idea of an object used to aid learning is really interesting and I can see how this could be easily transferred into many other subjects. Minal could have also given us each a different bottle to then be able to compare.” – Participant 3
What I Will Do with the Feedback I Received
The feedback received was mostly positive and the only real thing that came up was lack of time for having a more detailed session on this topic.
Feedback I received is nonetheless important to improve the activity for future use with students. For example, I will consider adding more time for discussion, and I will provide participants with more resources to help them research the ethical practices of different perfume brands. Adding a high-end brand, mid-tier, and low-end branded perfume option to compare might also further the learning.
Overall, I believe that object-based learning is a valuable pedagogical approach that can be used to teach a wide range of subjects to learners of all ages and abilities. It is supported by several learning theories, including constructivism, experiential learning, and situated learning. I am now further committed to developing and delivering high-quality object-based learning activities that enable learners to develop their skills and knowledge in a fun and engaging way as this was not a method I knew existed prior to this unit.