Microteaching: Object Based Learning
The microteaching session was incredibly inspiring. With six of us in a group, each person brought their perspective and understanding of teaching practice, making it a rich and insightful experience. I learned so much from seeing how different approaches can engage students in creative learning. One of the microteaching sessions that stood out to me the most was Emilia’s jewellery making activity, which explored how to break the fear of perfectionism and encourage experimental design.
Emilia’s microteaching session focused on helping students overcome perfectionism in their creative work. She introduced an experimental blind drawing exercise, where students observe an object around them, and sketched without looking at the paper, followed by translating their drawings into wireframe jewellery designs. This hands-on approach encouraged students to embrace imperfection, shifting their focus from trying to create something “perfect” to exploring new forms and ideas. The phenomenon happens a lot in my sessions, students have the fear of starting a digital technical drawing.
The activity was highly engaging and worked as a great icebreaker, fostering creativity and allowing students to feel comfortable making mistakes. By incorporating different materials like wire and giving clear, open-ended instructions, Emilia created an environment that encouraged students to let go of self-doubt and experiment freely.
Her session made me reflect on the role of perfectionism in creative learning. Many students, especially in design fields, struggle with the pressure to produce polished, high-quality work from the start. This can lead to hesitation, self-doubt, and creative blocks.
Research suggests that perfectionism can actually limit creativity, as students become more focused on avoiding mistakes than taking creative risks (Nordin-Bates, 2020). Emilia’s approach demonstrated how playful, low-pressure exercises can help students reframe their mindset, viewing mistakes as part of the process rather than failures. This made me think about my own teaching, Am I unintentionally reinforcing perfectionist tendencies by focusing heavily on technical precision in digital work?
Currently, my teaching focuses on digital communication tools like Adobe Suite and CLO3D, which can feel technical and intimidating for beginners. Many students hesitate to experiment because they expect polished, professional results immediately. Inspired by Emilia’s session, I want to incorporate more analogue, hands-on activities in my first session to break the ice and make digital drawing feel more approachable.
For example, I could start with quick, freehand sketching exercises before transitioning into software, helping students loosen up and see digital tools as part of a broader creative process rather than a rigid skillset. By creating a more playful and exploratory learning environment, I hope to reduce students’ fear of imperfection and encourage a more open, creative mindset.
Reference:
Sanna M. Nordin-Bates (2019) ‘Striving for Perfection or for Creativity?’, Journal of Dance Education, 20(1), pp. 23–24. Available at: https://doi.org/https://doi.org/10.1080/15290824.2018.1546050.