Deaccessioning and reimagining: a novel approach to object-based learning

Jacqueline Winston-Silk

Vol. 4 No. 1 (2019)
'Libraries, Archives and Special Collections' special issue

Case Studies

Deaccessioning and reimagining: a novel approach to object-based learning

Published 2019-06-21

Jacqueline Winston-Silk

Jacqueline Winston-Silk
University of the Arts London

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Abstract

The Reimagining project provides a new way of thinking about the collections held by each of the colleges of University of the Arts London. In developing this approach to object-based learning, students from the MA Designer Maker programme at Camberwell College of Arts (UAL) were invited to work with a pool of deaccessioned material from the ‘Camberwell ILEA Collection’. Students were briefed to boldly reimagine some of the objects. The resulting work, featured in the exhibition A Narrative of Progress: The Camberwell ILEA Collection (Camberwell Space, October–September 2018), provides a provocation on the meaning of making and the value of such material within higher education.

Keywords

special collections, object-based learning, deaccessioning, reimagining, making

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Author Biography

Jacqueline Winston-Silk

Jacqueline Winston-Silk is a Curator based at UAL’s Archives & Special Collections Centre at London College of Communication. She is responsible for object collections including the historic Camberwell ILEA Collection and the David Usborne Collection. Jacqueline held previous roles at the University of Reading's Museums and Special Collections Service, the Museum of Domestic Design & Architecture at Middlesex University, the Geffrye Museum, the Design Museum and Tate.

References

Barton, G. and Willcocks, J. (2017) ‘Object-based self-enquiry: a multi- and trans- disciplinary pedagogy for transformational learning’, Spark: UAL Creative Teaching and Learning Journal, 2(3). Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/75/129 (Accessed: 20 February 2019).
Chatterjee, H.J. and Hannah, L. and Thomson, L. (2015) ‘An Introduction to Object-Based Learning and Multisensory Engagement’ in Chatterjee, H.J. and Hannah, L. (2015) Engaging the Senses: Object-based Learning in Higher Education. London: Routledge, pp.1–20.
Ferreira, K. (2015) ‘320 Hours: Slow Looking and Visitor Engagement with El Greco”. Available at: https://artmuseumteaching.com/2015/07/31/320-hours-slow-looking-visitor-engagement-with-el-greco/ (Accessed: 26 April 2019)
Harvey, B. (2018) ‘Reimagining the collection: a large box of loose parts’, A Narrative of Progress: The Camberwell ILEA Collection. Exhibition curated by Jacqueline Winston-Silk, held Camberwell Space, Camberwell College of Arts (University of the arts London), 18 September to 27 October 2018. Available at: http://bridgetharvey.blogspot.com/2018/09/reimagining-collection-large-box-of.html (Accessed: 20 February 2019).
Tishman, S. (2017) Slow looking: The art and practice of learning through observation, Routledge 2017.
University of the Arts London, UAL (2019) The Camberwell Inner London Education Authority (ILEA) Collection. Available at: http://collections.arts.ac.uk/collections/camberwell_ilea (Accessed: 20 February 2019).
Willcocks, J. (2018) ‘Object-based learning and the modern art school curriculum’, Ed. Kullberg, M. (2018) Visual Arkivering 14 The Art Academy Collections. Learning from Objects. Published in connection with the international symposium ‘Learning from Objects’, 21 June 2018.