I found my first meeting with my tutor group a positive and stimulating experience. Hearing from a range of creatives about their UAL roles, as well as their personal practice was the hilight for me.
In my presentation I gave a very brief introduction to myself and my practice, followed by a summery of and reflection on the article, How inclusive is object-based learning? By Jenny Lelkes, Spark: UAL Creative Teaching and Learning Journal.
I first listed the main points I took from the article. Namely, how LCF librarians were applying, questioning and developing Mida and Kim’s (2015) model of OBL.
I then reflected on what I took from the article as well as questions and ideas raised for me regarding my own teaching practice.
One point the article hi-lighted to me was the key role the objects and images we choose to show students, in shaping both their learning and sense of belonging.
‘representing a range of contributors to the field and in doing so showing that voices from different cultures, genders, races and backgrounds are present and valued.’
(Key principles of inclusive teaching, 2021)
As such, when sourcing examples and references for students I will consider not only the relevance to the technical learning objective but the provenance of objects and their potential to be inclusive and inspiring to students from different backgrounds.
Ctl.ox.ac.uk. 2021. Key principles of inclusive teaching. [online] Available at: <https://www.ctl.ox.ac.uk/inclusive-teaching> [Accessed 17 May 2021].
Lelkes, J., 2021. How inclusive is object-based learning?. Spark: UAL Creative Teaching and Learning Journal, [online] 4. Available at: <https://sparkjournal.arts.ac.uk/index.php/spark/article/view/110/196> [Accessed 17 May 2021].
Mida, I. and Kim, A., n.d. The dress detective. Bloomsbury Visual Arts.