The Power of Concrete Experience: museum collections, touch and meaning-making in art and design pedagogy

Much recent writing on object-based learning (OBL) in museums assumes that the prevailing paradigm sanctions against touch. However, the Museum and Study Collection at Central Saint Martins has always been a handling collection within a wider tradition of teaching collections associated with art schools. This chapter argues that haptics and material culture play a key role in art and design pedagogy, and that interactions with museum collections should reflect that. The nature of learning in an art and design context is explored and the general benefits of OBL are considered. Themes include knowledge transaction, meaning making and the creation of more student-centred learning environments. The chapter also addresses new research into how OBL is experienced by art and design students. Touch has emerged as a key part of their experience, particularly for fashion and textiles students who find that wearing gloves to handle textiles limits learning opportunities. The potential importance of haptics to the learning experience is addressed through a review of recent neurophysical research into how memory is coded, processed and stored. Touch is considered in terms of how it can facilitate understanding and lead to deeper and richer learning experiences. It is argued that many objects displayed in museums were made to be touched and that physical engagement with objects has specific resonance for students working in craft or making disciplines. Ways of offering enhanced access to collections will be explored, balanced against the importance of caring for collections long-term