‘Inspire Me’ by Gem Smith
Object based learning is one of my favourite immersive forms of learning. I work in Academic Support within the Design Schools, viewing information through a visual context is a part of my practice.
My micro-teach session was based on using objects to inspire design ideas. Students often find it challenging to generate ideas for their design projects and essays. This sometimes produces creative blocks.
I was later inspired by Sara Ahmed’s quote ‘When we are using something, it is being transformed.’ (Ahmed, 2019, p.2). My idea for this micro-teach was to explore how we can use unrelated objects and begin to transform and generate ideas for a creative pathway to our practice. I have conducted a session like this before online. This was also in line with my interior design practice.
I decided to use a PowerPoint to harness the presentation, support me with time management and to bring clarity. (Please see my PowerPoint attached).
I began my session introducing a quote by Gettings and Hamlyn (1965), this depicted the essence of my micro teach.
Figure 1: Slide 3 of the PowerPoint. (Smith, 2025)
It was this outward idea of an object and an inward approach of creative thoughts that I wanted to explore. (Getting and Hamlyn, 1965.p.6)
I then introduced an exercise where the participants were required to choose an object that best described them and their practice. There were 17 objects provided. (See figure 2, 3,4, 5 and 6). The idea of choice encouraged critical thinking.
Figure 2: Objects. (Smith, 2025) Figure 3: Objects. (Smith, 2025)
Figure 4: Objects. (Smith, 2025) Figure 5: Objects. (Smith,2025)
Figure 6: Group working with chosen objects. ( Smith, 2025)
An example was given.
Figure 7: Slide 5 from the PowerPoint presentation. (Smith, 2025)
This task eased participants into the more advanced task 2 which was more challenging, requiring a deeper level of thinking and an in-depth search for inspiration.
Figure 8: Slide 7 PowerPoint presentation. (Smith, 2025)
They were asked to work in twos so they would receive peer support, and I provided another example.
Figure 9: Slide 8 PowerPoint presentation. (Smith, 2025)
Due to time, I reduced the number of slides that I wanted to impart this allowed space for the session to develop organically. Having more time for task 2 would have allowed for further creative ideas. I was also unable to deliver a re – cap at the end of the session.
Asking students beforehand to bring in their own object/s could have encouraged further ownership. However, my method also worked for it allowed participants to be spontaneous and to problem solve.
I chose this pedagogy because it allowed students to be familiar, to share ideas and practice using an informal approach. The ideas that were generated were interesting and innovative.
Reflection This lesson was aimed for design students; however, one participant was from a non – design background and found task 2 a challenge but managed to create an idea that was relevant to their practice.
Figure 10: Fan object chosen by a non design background participant. (Smith, 2025)
Ensuring that my sessions are inclusive irrespective of their educational, circumstantial, dispositional and cultural background is important. (Thomas and May ,2010).
I received good feedback overall. One participant pointed out that the offering of examples was useful and supportive. However, another participant highlighted that giving examples may hinder spontaneity.
This was a good point, and I could have included examples if there was a need rather than at the outset. I will take this on board for the future. Sharing examples helps to support my English as a second language students. Scaffolding is good to include in a session but not where it can hinder growth, creativity and development.
References
Ahmed, S. (2019). On the Uses of Use. [online]
Duke University Press, p.2. Available at:
http://ebookcentral.proquest.com/lib/ual/detail.action?docID=5969504. (Accessed
12 Feb. 2024).
Gettings, F. and Hamlyn, P.
(1965). You are an artist – A
practical approach to art. 1st ed. Feltham Middlesex: The Hamlyn
Publishing Group Limited, p.6.
Smith, G. (2025) Objects (Photograph)
Smith, G. (2025) Group working with chosen objects.
(Photograph)
Thomas, L. and May, H. (2010). Inclusive learning and teaching in
higher education. (online) Available at:
https://s3.eu-west2.amazonaws.com/assets.creode.advancehe-documentmanager/documents/hea/private/inclusivelearningandteaching_finalreport_1568036778.pdf
(Accessed 9 Mar. 2025).
Image References
Figure 1: Slide 3 from the
PowerPoint.
Smith, G. (2025) ‘Object Based
Learning Micro-teach’[Presentation Slides] PGCert. Available at: https://artslondon-my.sharepoint.com/:p:/g/personal/g_smith_lcc_arts_ac_uk/ERyDOB50PitNjom9Q9th7NwBLKFGNZC6xg1kxn_Ids_rhg
Figure 2: Smith, G. (2025) Objects
[Photograph]
Figure 3: Smith, G. (2025) Objects
[Photograph]
Figure 4: Smith, G. (2025) Objects
[Photograph]
Figure 5: Smith, G. (2025) Objects
[Photograph]
Figure 6: Smith, G. (2025) Group
work with Chosen Objects [Photograph]
Figure 7: Slide 5 from
PowerPoint presentation.
Smith, G. (2025) ‘Object Based
Learning Micro-teach’[Presentation Slides] PGCert. Available at: https://artslondon-my.sharepoint.com/:p:/g/personal/g_smith_lcc_arts_ac_uk/ERyDOB50PitNjom9Q9th7NwBLKFGNZC6xg1kxn_Ids_rhg
Figure 8: Slide 7 from
PowerPoint presentation.
Smith, G. (2025) ‘Object Based
Learning Micro-teach’[Presentation Slides] PGCert. Available at: https://artslondon-my.sharepoint.com/:p:/g/personal/g_smith_lcc_arts_ac_uk/ERyDOB50PitNjom9Q9th7NwBLKFGNZC6xg1kxn_Ids_rhg
Figure 9: Slide 8 from
PowerPoint presentation.
Smith, G. (2025) ‘Object Based
Learning Micro-teach’[Presentation Slides] PGCert. Available at: https://artslondon-my.sharepoint.com/:p:/g/personal/g_smith_lcc_arts_ac_uk/ERyDOB50PitNjom9Q9th7NwBLKFGNZC6xg1kxn_Ids_rhg
Figure 10: Smith, G. (2025) [Fan
object chosen by a non-design background participant. Photograph]
Figure 11: Smith, G. (2025) Micro
– teach feedback [Photograph]
Figure 12: Smith, G. (2025) Micro
– teach feedback [Photograph]
Figure 13: Smith, G. (2025) Micro
– teach feedback [Photograph]
Lesson Plan for Micro – Teach and PowerPoint Presentation below.