Teaching Materials - Exercise

Timeline of Curiosity

Name of Artist Educator: Ho Man Kei, Vik Lai
Excercise Category: Self-awareness, Visual storytelling

When I was young, I wondered if there is heartbeat in the wardrobe. I put my earphones in it and see if there is any noise. Then my earphones got broken.

Concept / Inspiration:

“When I was young, I wondered if there is heartbeat in the wardrobe. I put my earphones in it and see if there is any noise. Then my earphones got broken.” This is a little history of instructor Vik Lai.

“Curiosity” is the moment when people question about something strange that they encounter and hope to find out the reasons. Curiosity could motivate one to explore the secrets of the past. It can reflect ones’ personality; encourage them to open up their mind and to look into the mysterious secrets. This enables the autonomy and willingness in students’ learning. What are you curious about?


  1. To let students experience street photography and staged photography.
  2. To let students obtain one more tool to express their internal feelings by photography and to create with simple, intuitive way.

Materials / Equipment:

  • Camera
  • Flashlights
  • Objects prepared by students



Workshop Description:

  1. Each student picks one object that arouses their curiosity and relates to their memory.
  2. Refer to the art piece from Shun-Chu Chen, a Taiwanese artist. It tells the family story of the artist by mixing objects and images. Students could tell their own story with the use of staged photography controlling light and constructed scene of objects.
  3. Instructor could tell students how to use the light, i.e. to experience different colour temperature, direction of the light source, in order to express the internal feelings. With these practises, students would be able to look for their unique style as well as to enrich themselves. This helps them find out what and how they should express themselves. Everyone should be able to give variety to the subjects for shooting even though one might perceive oneself a boring person.
  4. Instructor could ask questions like “Is this object useful?” Or “Can I lose this object?” The impacts would be even more obvious. When thinking about the importance of an event or an object, students could think what would happen to the world if this particular object goes missing. For example, what would happen if you have nothing to talk with your mom when you are home? What would happen if you become a mute and could not talk to your classmates? Each of the students could have different imagination.

Actual Outcome:

One of the students brought a damaged keyboard and then started to wonder how they could shoot the keyboard aesthetically or to convey the memories that he and the keyboard had in the past in order to make them connected. One of the students put his hands in front of the lights and made shadows on the wall. This is how he had played in the past.

Students tried different ways to pile up or place the objects for the photo shoot. They used different materials to wrap, support or even to restructure the objects. This helped them understand the structure once again and see if there were any other possibilities. They also considered the logical smoothness of the photo.


Student Work:


Wong Man Wa
wong man wa

Tang Ka Yan

Other than taking photos of personal objects, some students chose to take photos on street once she noticed something that grabbed her attention.


Student Feedback:

“When I am working on my art piece, I tend to analyse and think of myself. I look into how well the piece connects with me. I am emotional. I usually put more than enough emotions into my work and get lost. At these times, I need to talk with others. Listening to other classmates’ ideas could bring me out from the cloud of uncertainty. ”

Reference Materials:

Object and memory:

Shun-Chu Chen, Taiwanese artist

Box is indexical to home. It is the re-presentation of home.