Object-based Education

Introduction

Object-based education is very compatible with

museum education, as museums are collections of

objects ­artifacts, artworks, and specimens ­ and

present them in exhibits to the public. When visitors

can read the objects as well as the labels, they enjoy

a richer experience.

Decorative Arts exhibits such as At Home in the

Heartland, both the museum and the online versions,

and A rt W eb M odule sub-m odules such as

Nine-

teenth Century Furniture Styles, Nineteenth Century

Illinois Folk Art, Illinois Quilts and Quilters, and

Two Illinois Photographers feature decorative arts or

historical objects as well as some works of fine art.

The images of the objects in these modules can be

used in the classroom to teach students how to

analyze or research objects by `reading' them, that is gleaning as much information from the object

itself before going to other sources. Material life studies, a branch of history, uses this method in its

various forms. Materials, maker or manufacturer, date, signs of wear, and style are some of the kinds

of information that an object itself may tell us. Some of the activities and online questions in these

modules focus on learning history from objects.

Format of Activities

The hands-on art production activities use a museum object or group of objects as their basis. The

given image from the collection is the source of the medium used, techniques applied, tools needed,

and general appearance of the object produced by the student. Within this framework, lessons are

adapted to the age and abilities of students, who should never be underestimated when they are

given energetic motivation before they start a project, and a model or concept to understand.

For example, the activity for a patriotic appliqué quilt top pattern, in paper or cloth, begins with the

image of Helen Gilchrist's bedcover pattern. After looking at and discussing the motifs in her

bedcover, and looking at other patriotic symbols and their meanings, students can choose symbols

from their own experience and background. Younger students could choose and render one symbol,

combine it with those of classmates to make a quilt top of blocks. Older students could create a

symmetrical pattern of many symbols. An ambitious project would be a wall hanging quilt with iron-

on fabric motifs. Students should be able to relate what they create with the model objects. This

connection reinforces the concepts of art studied in the activity.