The object-based presentation was something that I felt was a difficult part of the PG Cert process to tackle. My concerns were rooted in practical thinking of how I could embed objects directly linked to my field of teaching. It felt challenging as I am part of the Fashion Business School and we do not make any products. It would be a rare concept to embed a physical object in a teaching session even if we explore design strategies and visual concepts of our ideas on my course.
The first idea – the applicable one
My initial idea was to select a sample of a leather alternative or another innovative and sustainability-focused material (for example Mylo – see fig. 1). This is the closest I would normally come to introducing a tangible object in my teaching. My thinking was related to this practical approach to what might be useful for the students. Our aim is to strengthen textile and material knowledge on the course, so it could be a relevant idea. It was too obvious a choice though. I was curious to see if I could be a bit more imaginative with the object. The pre-session assignment focusing on writing down the emotional experience of the video exploring the box with embroidered intriguing statements (CSM Museum Collection, 2020) inspired me to think further about this. I began to reflect on possible items that would be more interesting for the group to explore.
The second idea – the explorative one
I have a vintage gauge caliper at home, which I thought could be an interesting object to explore (Fig. 2). It could spark a conversation around sustainability as a topic with expected themes to come up such as the quality level in vintage items, designing for durability, aesthetics considerations and the emotional attachment as a sustainability driver.
The item also has a nostalgic value for me about important learnings as a new accessories and jewellery designer. A caliper is a necessary tool to use in any design development process and technical specification of jewellery or metal trimmings. The learned skill of understanding the product and difference of one millimeter to the final item comes through experience and trial-and-error of product development. I always recommend students to know their products in depth, when they go out into industry.
I still regret that I didn’t keep the prototype of a plexiglass type necklace I made the technical specification for in my first design role. It turned out to be a massive and unwearable piece because I did not have the experience or knowledge to give accurate instructions. The overseas supplier was of course not impressed when the prototype was done in vain. The tooling cost had to be covered by the fashion company, which my Design Manager was equally not impressed with. It would have been a good object today to discuss the challenges you face as an inexperienced designer in product development.
References:
CSM Museum Collection (2020) Emotional responses to objects. Available at: https://arts.ac.libguides.com/c.php?g=686452&p=4906489
Mylo (2022) Mylo. Available at: https://www.mylo-unleather.com