When I reflected on Object-Based Learning (OBL) by Dayna Tohidi, I immediately thought about my lecture “On Belonging” for Year 1 Fashion Photography students. This session helps students introduce themselves, share personal stories, and begin forming a creative learning community. Fashion plays an important role in this process because it is connected to art, identity, and belonging. Through clothes and accessories, students communicate who they are, where they come from, and which communities they feel part of. In the session, students create a diptych using a fashion item and a portrait to express these ideas. Hardie (2015, citing Hardie 2008) reminds us that “the student’s voice is communicated by objects” (p.139), which aligns strongly with the way fashion functions in this activity.
The OBL lecture encouraged me to rethink how I ask questions in my own teaching. In the past, I asked students, “What do you think it is?” but this often led to simple factual answers. OBL reminded me that focusing on “How does it make you feel?” produces deeper learning. This approach invites students to respond emotionally and intuitively, and encourages them to notice impressions, memories, and personal reactions. These responses vary depending on culture, age, identity, and lived experience, which naturally leads to richer and more inclusive discussion.
The lecture also made me reflect on creating a safe environment for this type of activity. Some fashion items are personal, and not all students feel comfortable sharing their history. Analysing objects can also lead to stereotyping if the question focuses too much on “what it is”. Tohidi suggested that a warning or gentle note before the activity would help prepare students. Asking “How does it make you feel?” instead of “What is it?” reduces the risk of cultural assumptions, and creates a more open and respectful space. Arao and Clemens (2021) highlight Holley and Steiner’s (2005) description of safe space as a place where students can ‘participate and honestly struggle with challenging issues’ (p.49), which is essential in a diverse group.
Reading about “brave spaces” by Arao and Clemens (2021) was particularly eye‑opening. I recognised myself in their description. As an international student in the past, I often hesitated to speak because I felt my perspective was different from others. I can sense similar hesitation in my students today. Many wait to hear others speak first, worrying that their answer may be “wrong”. I want to develop an active learning environment where no one feels judged, where all opinions are welcomed, and where difference is valued. Students do not need to change their opinions, but they should feel confident expressing them. OBL can support this by giving students something concrete to respond to, lowering pressure and making discussion feel more accessible.
I also reflected on the need for clearer visual methodology. We often ask students to analyse photographs, but the process is not always explained, which confuses many international students. Using “critical visual methodology” can strengthen discussion and help students understand how to “read” images. As Hardie (2015, citing Hardie 2008) notes, “understanding visual language is critical to their creative practice”, and learning to interpret objects can lead directly to stronger photographic work. Many students are technically skilled, but struggle to bring authenticity into their images. OBL can help them develop the sensitivity they need to create more meaningful work.
Overall, this reflection helped me understand how OBL can deepen visual analysis, support inclusive discussion, and build a more confident and diverse learning community. It has made me re-evaluate my own teaching practice and think carefully about how students feel, how they participate, and how I can provide clearer, more supportive structures for learning.
References
Hardie, K. (2015) Wow: The power of objects in object‑based learning and teaching, pp. 139–141.
Arao, B. and Clemens, K. (2021) From Safe Spaces to Brave Spaces, pp. 135–150.
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