Handling and making objects can make an important contribution to learning, bringing sensory dimensions to understanding technology, style, and functions of objects; thus I use object-based learning as building blocks in my teaching of university students. In the context of the recent pandemic, I had dual concerns about the absence of physical engagement with objects and their materiality (during the long period classes pivoted online) and about the individual and collective well-being of our students, so I designed a new activity to address this in the context of an archaeology module on Minoan Crete. I asked each student to make their own votive offering, photograph/catalogue it, and place it in an experiential/experimental space by writing a prayer or other piece of creative writing about it. In this paper, I describe and reflect on the activity, using three years of collected data, together with student reflections made at the time of making the votive, plus additional interviews conducted later.

This article presents a case study of an undergraduate workshop at Oxford University which, using the Corsi Collection of the Oxford University Museum of Natural History, focused on the identification and appreciation of coloured marbles, of the sort seen in ancient sculpture and architecture. Grounded in object-based learning (OBL), but conducted within the constraints of a predominantly text-based and classroom-bound curriculum, the workshop employed direct object engagement to foster observational skills, material literacy, and critical reflection on ancient resource use, offering students a chance to interact directly with Roman decorative materials. It aimed to demonstrate the pedagogical value of tactile engagement with artefacts in developing historical understanding, enhancing student enthusiasm, and embedding experiential learning within a traditionally text-centric curriculum. Drawing on theoretical frameworks developed by Hannan et al. and Laurillard, this paper argues that the integration of material-focused pedagogies can meaningfully boost student engagement and learning outcomes, while also contributing to broader institutional discussions about teaching excellence and student success. The outcomes demonstrate the significant pedagogical potential of object-based learning (OBL), especially in disciplines like Classics where material culture is often under-represented. In reflecting on outcomes, challenges, and broader applicability, the article advocates for wider adoption of OBL within Classics and outlines practical ways in which it can complement standard university teaching.