8. A need for participatory
learning, tutorial
Ill-Structured guidance, and support
for aiding the
Domains management of
complexity
The use of multiple The learner must
mental and engage in constructive
processes involving the
pedagogical diverse contexts in
representations which fine arts
conventions are
The promotion of embedded…artists
multiple alternative must attain an accurate
systems of linkage and deeper
understanding of
among knowledge content material, reason
elements with it, and be able to
apply it in diverse, ill-
structured, and
9. Creativity
• Problem solving
• Convergent and divergent
thinking
• Elaboration
• Flexibility
22. Instructional
Practices
Development
Goldilocks principle
Social-emotional engagement
Anchored learning
Perceptual-motor grounding
Coherence effect
Testing and spacing effect
Cognitive disequilibrium
23. Parson’s Theory Solso’s Artistic
Housen’s Stage
of Aesthetic Interpretation
Theory
Stages Model
Gardner’s
Kintsch’s
Bloom’s Emerging Forms
Construction-
Taxonomy of Knowledge
Integration Model
Model
Lowenfeld’s Kindler and
Drawing Darras’s Semiotic
Development Development
Model Map
24. Meta-cognitive, inquiry based production in which
personally relevant and novel insights and theories are
produced on previous field knowledge previous field
knowledge
Recognition of style as manipulated and
communicative, arguments are reasoned
and verified in a community
Expressiveness and personal meaning
are overriding factors in judgment
Judgment based solely in
beauty, realism, & recognition
Judgments are neither good nor
bad, based on frameworks generated
from basic perceptions
Perceptual & Fact Based Interpretation
25. Metacognitive, inquiry based production Metacognitive, inquiry based production in
in which personally relevant and novel which personally relevant and novel insights
insights and theories are produced on and theories are produced on previous field
previous field knowledge knowledge previous field knowledge
UPPER
Formal elements, style, and composition SECONDARY Recognition of style as manipulated
are manipulated in service to
expressiveness, meaning, or a valued LEVEL and communicative, arguments are
critical stances reasoned and verified in a community
Expressiveness and personal Expressiveness and personal
meaning is an overriding factor in meaning are overriding factors in
production judgment
LOWER
Production ideals based solely in MIDDLE Judgment based solely in
beauty, realism, recognition LEVEL beauty, realism, recognition
Idealized Schematic Judgments are neither good nor
Representations, produced largely value bad, based on frameworks generated
free and based on basic perceptions from basic perceptions
Perceptual & Fact Based Production
Perceptual & Fact Based
Interpretation
26. Upper Middle-Level
Production
Does this work meet this
What is the indicator? criteria?
Formal elements, style, and
composition are manipulated
in service to
expressiveness, meaning, or a
valued critical stances
27. “My goal for this piece was to
combine and rearrange elements
from different images of heroes in
popular culture. I combined
Christian elements (a cross, a
halo, angel wings, and the flaming
sward said to guard the Garden of
Eden) with the not-so-Christian
element of an assassin from the
popular video game Assassin’s
Creed. I decided to repeat the
arrows heading towards the man on
the cross to amplify the heroic
qualities of the image. The
multitude of arrows shows that the
man is facing a large force all by
himself. I did omit the army from the
scene, though, to draw focus to the
man on the cross. I decided to draw
the cross on a large scale to
emphasize the Christian elements
of the image. By combing these
elements, I transformed the images
into a morally contradictory
work, completely changing the
drawings meaning.”
28. Goldilocks Principle (ZPD)
Research Practice
Assignments should not
be too hard or two
easy, but at the right level
of difficulty for the
student’s level of skill or
prior knowledge.
Flow
29. Social-Emotional
Engagement
Research Practice
Emotion and Cognition What are your burning
questions about art, its
Deep Questions value, and your art
practice?
Discovery and self-
regulated earning
30. Questioning
“The artist could have made it
huge but he put in upside
down or to the side and that
would have gotten attention
too, but why did he put it
upside down?”
“I think if a statue is upside-down
it is dishonoring someone
because, most statues I see
are up right and are
remembering/honoring
someone. So this could be a
new way of dishonoring
someone without really
slandering their name and
such.”
32. Anchored Learning
Research Practice
Learning and teaching Develop a list of well
activities should be documented, real world
designed around an problems that
"anchor" which is based on professionals in the visual
a contextualized case
arts face. These problems
study or problem situation.
Curriculum materials should not have clear
should allow exploration by solutions.
the learner to allow active
manipulation, questioning,
and involvement in the
situation
33. Perceptual-motor grounding
Research Practice
Dual coding and multi- In what situations do you use
writing with art or connect
media effects visuals with words?
“the presentation What additional perceptual-
motor grounding experiences
contains words and can you weave into your
pictures, and the practice?
presentation is designed
to foster meaningful
learning”
34. Coherence Effect
Research Practice
Less is more What are the 2 most
important craftsmanship
Negative suggestion skills you want your
effects students to gain?
What are the 2 most
important ideas about art
that you want your students
to gain?
What are the 2 most
important mental habits you
want your students to gain?
35. Testing and Spacing
Effects
Research Practice
How will you weave in your teaching priorities with
coherence and in an anchored way to your students’
experience?
36. Assessment
Highlight specific learning priorities by name
Challenge students to apply and adapt them in
different contexts
Provide students multiple modes of responding
Repeat
37. Cognitive Disequilibrium
Research Practice
An imbalance that
happens when our
consistent vision of the
world’s workings is
disrupted
Provides an opportunity What are aspects of your
for meaningful learning curriculum that are
disruptive to the
consistencies held by your
students?
Larger problem of representation, composition, consistency, and communication
Background knowledge
The production in this case, an activity used at the start of a course, is focused on creating narratives. These narratives help students to to understand how images work in conjunction with one another to create narratives. They are also used as a reference point to help students develop meaningful interpretations in their interpretive and production work. Since narratives generally emerge from conflict, students write about the ways the images compare and contrast. Students also include popular culture references, which helps me further place student’s background knowledge. This combined organizer, however, is less visually appealing. Yet the narrative comes about, we see, from a background knowledge that includes 1. the Great Depression, 2. Child Labor Laws, and 3. Symbolic knowledge that has the hamburger representing a “full appetite” and the boy as a symbol of “poverty” and “lack of food”Clearly this student’s capacities for narratives creation are more advanced, and production and interpretation goals for this student needed to be more challenging to meet developmental needs. Provides a reason to at least be grading for concept knowledge and craftsmanship separatelyHowever, this example is on the surface successful. The elements of the organizer highlight a few things about the student, and where this student lies relative to the chart (from the previous slide). Not only is the narrative simple, but the compare/contrast and popular culture points reveal little background knowledge about alligators and dogs!
Group Thinking
Great opportunity to integrate with other areas – students plot-lined a story around that conflict. Elaboration and flexibility because the grouping provides a new set of problemsCan the kids articulate them? Use the kids definition of the problem in a rubric!
This is important knowledge for meeting young people where they’re at and for scaffolding them through lessons designed to be in their zone of proximal developmentThese categories are based on a synthesis of developmental theories from art and reading and include researchers such as Solso, Parsons, Housen, Bloom, Kintsch, Gardner, Darras, Kindler, and Lowenfeld
Production on left, interpretation on right
The Chinese oven problem
Inversion or Rotation are subsets of RearrangementEasily identifiableAlready using it in drawing instruction, but now connecting it to meaning making.
Visual culture art education promotes the idea of a cultural critique, a highly creative act in which students are reflective enough about shared narratives to begin to question them.