Introduction and Planning
When planning my microteaching session, I knew I wanted to focus on an object that held cultural, historical, and personal significance. The dried gourd, or “koloji” as we call it in Cyprus, was an obvious choice. It’s something I grew up around but also something I lost touch with over time.
My goal was to create an engaging session that wasn’t just about delivering information but also about inviting discussion, storytelling, and hands-on interaction. I structured it around an inquiry-based approach—starting with an object and encouraging participants to explore its possible uses before revealing its history and craftsmanship. I wanted this to be a moment of shared curiosity, rather than just me talking at the group.
Presentation Structure
I started by showing the class a dried gourd and asked them to guess what it was used for and what it was made of. This led to an interesting mix of responses—some people recognised it it is a dried vegetable, while others had no idea what it was. Once I introduced its history and role in Cypriot culture, I shared my personal connection to it.
I talked about my grandparents, who were displaced after the 1974 war, and how they relied on the land for survival. My grandad used to grow and carve gourds, but none of his work was kept, which always felt like a missing link in my heritage. That’s why, when I randomly found a Cypriot-carved gourd in a vintage shop near King’s Cross, it felt like stumbling upon a lost piece of my family’s history.
From there, I moved on to the practical uses of gourds—how they were used for storing liquids, as musical instruments, and as household tools, and in decorative arts. I explained the different crafting techniques, from carving and burning to painting and varnishing, drawing connections to other folk traditions across the world. To make it more interactive, I asked participants to design their own patterns, almost like creating a family crest.
Feedback and Reflection
The response was really positive. People appreciated the mix of personal storytelling and historical context. The hands-on activity worked well, sparking discussions about cultural preservation, sustainable materials, and folk crafts in contemporary design. Some participants even started sharing their own experiences with traditional crafts from their backgrounds, which made the session feel more like a collective exploration rather than a one-way presentation.
If I were to do it again, I’d possibly allow more time for the design activity or even bring in a real dried gourd for people to handle. I also realised that I could have expanded more on the sustainability aspect—how these objects, made from a natural, biodegradable material, fit into today’s conversations about eco-friendly design.
Conclusion
Reflecting on this microteaching session, I can see how objects carry more than just functional value—they hold stories, identities, and connections to the past. The gourd, something I initially saw as a relic from my childhood, became a tool for wider discussions on heritage, sustainability, and craftsmanship.
This session reinforced the power of using tangible objects in education. It’s one thing to read about a tradition, but it’s another to interact with an object, to consider its textures, uses, and meanings. That’s something I’ll definitely take forward in my teaching—finding ways to make learning a more sensory and personal experience.
References:
Hardie, K. (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. Arts University Bournemouth.
Heartland of Legends – Kolotzia: Get Creative with Dry Gourds. Available at: https://heartlandoflegends.com/kolotzia-get-creative-with-dry-gourds/ (Accessed: 26 January 2025)
Cypriot Kitchen – Kolotzi. Available at: https://cyfoodmuseum.wixsite.com/cypriot-kitchen/kolotzi-en (Accessed: 26 January 2025)