For the “Micro-Teaching” task, that we’ve been asked to deliver during the group session of the Teaching & Learning Unit, I decided to test on my peers an activity, that I would like to further develop and implement in my teaching practice, perhaps in form of a lecture or workshop with my students.
The steps I have taken to design the session were:
- Personal preparation:
- Analysis of the academic course in which I’m presently teaching (MA Culture, Criticism, and Curation // Central St. Martin’s)
- Identification of a subject, that may fit in the course structure and enhance my curriculum
- Narrowing down the research of the topic, and choice of the object.
- Planning an activity that is informed both my experience as creative practitioner, and my teaching practice
- Final selection
- Planning the activity and the learning outcomes
- Personal preparation: Analysis of the academic course in which I’m presently teaching (MA Culture, Criticism, and Curation // Central St. Martin’s)
In order to fit the structure of the course, I decided to focus my attention on the role that objects play within a culture. My selection has been therefore based on an ethnographic approach that has taken the object into account just as much as the human being.
- Identification of a subject that may fit in the course structure and enhance my curriculum.
Challenging the multicultural background of my peers (This also applies in the context of the MA CCC), I decided to target a debate on the subject of religion, and belief.
My curriculum is enhanced by demonstrating, that I can research and identify elements of multicultural religions, and belief, through the analysis of the aesthetic of visual and artistic languages, in order to promote culture, challenging a better understanding of the medium.
- Narrowing down the research of the topic and choice of the object.
The chosen object was a little sculpture reproducing an angel, that I positioned on top of the table in the center of the classroom, outside its traditional context and reference to monotheistic religions. The plan was to recreate a “white cube” scenario (a method often used in Museums and Art Galleries), where possibly start a more “neutral” conversation, that allows students to “play” with the object, and see it through the eyes of their emotions, as well as in reference to their personal experience/academic studies/creative practice.
- Planning an activity that is informed both my experience as creative practitioner and my teaching practice
During my career as creative practitioner, I’ve often incorporated elements of faith and religion in my artistic production, mainly in form of photo exhibitions and painting of Christian icons. Through my experience I learnt that:
“An angel is generally a supernatural being found in various religions and mythologies. Each of the three Abrahamic religions – Judaism, Islam and Christianity – all acknowledge the existence of angels, however, these are not the only faiths to believe in these spiritual beings. Angels also occur within the Eastern religions of Hinduism, Shintoism and Taoism. Angels are acknowledged by every monotheistic religion and occurs both in mythology and art around the world”.
- Final selection
I chose to present a small sculpture of a little golden angel.
Given the premises, that an angel is an iconic figure commonly embedded in our culture, that carries within its design references to religions and ancient mythology. Yet, the representation of an angel can be seen as a mere object of design spoiled of any “pre-concept”? The challenge was then for the object to be observed by different perspectives, with the hope to encounter the observation of someone who perhaps had no specific religious orientation.
- Planning the activity and the learning outcomes
I planned to place the sculpture in the middle of the table, where my peers seated around it could engage and play with it. I positioned myself outside the group of my peers, where I could watch the dynamics of their interactions without interfering.
Subsequently, I started to give some info and hints in regards to the object, while making questions fostering an active debate, that I moderated without driving my peers to any preconceived conclusion. The discussion was open to confrontation and the enjoyment of surprise.
The learning outcomes
By taking part in the learning activity, the students can:
- Know that angels occur in every monotheistic religion, as well as in mythology around the world.
- Distinguish between figurative representations of angels in a religious context and fine arts.
- Identify the places where Angelic figures can be found in our culture
- Understand that Angels are multicultural aesthetic elements
Micro-Teaching with my peers
When placing my object on the table, during the 10 minutes activity, I could immediately see the interest arising in my peers. I started with a brief explanation of my intention to test their reactions, to inform a similar activity for my students of the MA CCC. Everyone was happy to take part in this process and eager to help me gaining as many feedback as possible.
I asked my peers two main questions: “where can this object be found. And what is its function?”
I was pleased to notice that everything went accordingly to my plans, the object was not perceived as religious, and people actively engaged with it, touching it, and asking questions. A fruitful debate started almost immediately, and conversations in the beginning focus on the quality of the design, and its functionality. I moderated the interventions, adding the info that “Angels occurs in every monotheistic religion”, asking my peers to comment on it. Someone (luckily for my research on the task) had no affiliation to any creed and didn’t spot any religious connotation in the object.