Museum visits/learning is another type of active/object based learning that provides a learning experience through all the senses as well as generating a direct link to the past (Fig. 1) from the object source. This learning creates stimulation in young minds about a concept, supporting the development of collaborative discussions as well as the promotion of further learning of museum visits. A recent workshop visit held at the V&A museum provided this rich learning experience through having a well thought out activity (Fig. 2), with instructions and a selection of objects (Fig. 3). This effective object based learning allowed the exploration of topics such as aesthetics, social impact and mechanisms which inspired individual responses and outcomes (Fig. 4), [which is not limited to adding more topics going forward, in or outside the classroom].

Although, Christodoulou (2014, p.101) states,
Consider the English lesson on Romeo and Juliet, which involves making puppets. This involves pupils spending time thinking about the mechanics of puppet-making. That is not to say that colouring in or the mechanics of puppet-making are unimportant. The problem is that the lesson was an English lesson that was supposed to be about Romeo and Juliet. If the aim of the lesson was to teach pupils how to make a puppet, it would have been a good lesson.

She states that active/object based learning fail in their objectives, that those activities take up time, are not cost-effective and leave pupils off topic for a substantial amount of time in the lesson, Christodoulou (2014, p.101). However, her reasons fail to acknowledge lessons require structure for learning to take place, as Watkins