EDUS 220 Educational Psychology Dean Owen, Ph.D., LPCC Spring 2011 Unit 4: Human Learning.
Human advancement learning art
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Learning Art (fully) and Human Advancement
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Transcript of Human advancement learning art
Learning Art (fully) and Human Advancement
Agend a
• Introduction to the topic
• 21st century life & education • Virtual life
• Information overload
• 24X7 up & available
• 21st century learner & educator
• Learning through Art- Pedagogical Approach-
5minutes • Multiple Intelligence Theory
• Brain Based Learning
• Case Studies discussion • Conclusion
Student
21st Century: Educator & learner
Image credit: http://dlpierce2litguide.blogspot.in/2012/02/21st-century-educator-21st-century.html
21st cent. Skills
Image credit: http://blogs.rockyview.ab.ca/wp-content/uploads/2013/09/gears_web1.png
An Insight : 21st cent. Learner
Image credit : http://purposefultechnology.weebly.com/why-is-digital-literacy-important.htmll
• Can this "Google, Yahoo" part of the learner’s brain begin to differentiate what resources they consume online are valid or not?
• Can this "Google, Yahoo“ part of the learner’s brain create new meaning from the authentic sources they read?
• Will this "Google, Yahoo" part of the learner’s brain lead to great innovations and discoveries that help humans understand their place in the world and make life easier for all our world's citizens?
• Can the learner transfer their learning beyond their community?
21st cent. Educator’s Response:
Pedagogical Approach
Learning through art
Co
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ist A
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21st cent. Skills
21st cent. Learner
Learning through Arts: Pedagogical Approach
Multiple Intelligence Theory
Brain Based Learning
Principles of
Multiple Intelligences (MI)
o All people are born with eight intelligences:
o Individuals should be encouraged to use their preferred intelligences in learning.
o Instructional activities should appeal to different forms of
intelligence.
o Assessment of learning should measure multiple forms of
intelligence.
Mapping MI with 21st cent. Skills
Multiple Intelligences 21st cent. Skills
1. Verbal-Linguistic using language, symbols and text
2. Visual-Spatial using language, symbols and text
3. Logical-Mathematical thinking
4. Kinesthetic participating and contributing,
managing self
5. Musical using language, symbols and text
6. Naturalist relating to others, participating and
contributing, managing self
7. Interpersonal relating to others
8. Intrapersonal participating and contributing,
managing self
MI in the Classroom
Delivery of instruction via multiple mediums
Student-centered classroom
Authentic Assessment
Self-directed learning
Image credit : http://www.teachthis.com/products/view-resource/link/Multiple-Intelligences-Charts/id/90/
Mapping: Multiple Intelligence learning
Image credit : http://www.teachthis.com/products/view-resource/link/Multiple-Intelligences-Charts/id/90/
Process of learning art. Multiple Intelligence learning
Principles of
Brain-Based Learning (BBL)
Brain is a parallel processor for the whole body learning.
It processes learning in parts and whole.
It searches for meaning & patterning.
Brain focuses on the both central attention & peripheral
perception.
It controls and manifests emotions critical for embedded
learning.
It has several types of memory stored as conscious &
unconscious processes.
Every brain is unique and has its own challenges & threats.
BBL in the Classroom
Opportunities for group learning
Regular environmental changes
A multi-sensory environment
Opportunities for self- expression and making personal connections to content
Community-based learning
Image credit : https://www.haikudeck.com/brain-based-learning-education-presentation-J6ziHvWGUu
Figure 1
Art forms & Brain networks Brain based learning Analysis
Image credit : http://process.arts.ac.uk/content/developing-practice-based-arts-massive-open-online-learning-communities-ual-learning-teachin
Mapping: Brain Based learning
• The Arts with the Brain in Mind
Eric Jensen, The Kennedy Center
• Learning, Arts,and The Brain
The Dana Found ation, New York
• Using Drama as an Effective Method to Teach Elementary Students
Mandie M. Moore, Eastern Michigan University
• Artful Teaching: Using the Visual, Creative and Performing Arts in
Contemporary Management Education
Joan V. Gallos, University of Missouri-Ka nsas City
C ase Stu dies
References
• Churchley, J. (2009). Aesthetic experiences at an arts school: A practitioner research inquiry Unpublished doctoral dissertation, University of Nottingham.
• Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press.
• Read, H. (1958). Education Through Art, Faber and Faber, London
• Robinson, K. (1977). Learning Through Drama: Report of The Schools Council Drama Teaching Project. London: Heinemann.
• Swan, J. (in progress) Masters’ thesis, Thompson Rivers University.
• Tate, T. (in progress) Masters’ thesis, Thompson Rivers University.
• Stevenson, L.M. and Deasy, R.J. (2005). Third space: When learning matters. Washington: Arts Education Partnership.
• Thomson, P. and Sefton-Green, J. (2011). Researching Creative Learning. Milton Park: Routledge.
