Art and Activity: Interactive Strategies for Engaging with Art
Art and Activity: Interactive Strategies for Engaging with Art
Why activities?
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Hand on learning is a crucial to creating a environment for our student an entrance point into explore art work or expressing their own ideas.
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Teaching thematically, we connect our lesson with five universal themes: characters, spaces, places, society and politics. Theme got the powers to let your student to think deeply. We always put activities, theme and discussion all supported to each other in the lesson.
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Activities means friends discussion, games, quick draw or writing exercises. Some need a large group, some need pair work and sometime is a individual work. But they have a same point that is they focus on the process and finial finish a product.
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Week two: analyzing and reflecting. Looking getting information. Week three: Creating Imagining and Connecting. These activities to help students to create ark work with their experiences. Week Four : Assessment.
Philosophy behind Active Learning
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Learning from doing
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Experiential Learning: John Dewey: Context must be presented in a way the allow student to relate the information to their experience and deeply connected with the new knowledge.
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Multiple Intelligences: Howard Garner: Each unique has their own strong intelligence. There are linguistic, logical-mathematical, musical, bodily-kinesthetic, Spatial, interpersonal, intrapersonal, naturalistic. The activities includes writing, drawing , movement, sound, design, play and discussion.
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Embodied and Experiential Learning: From constructivism: such as; John Dewey, Le Vygotsky and Jean Piaget. 21he center must philosophers focus on body and mind. Over the past center, we have the evidences that physical, motional and other embody responses play an important role in learning. This integration of body and mind : physical, sensorial, emotional, social ,cultural and conceptual. Embody point of learning strategies are either discursive: involve use language or dialogues, example: asks students some questions , they must response them with languages or text. and non- discursive encourage students to engage beyond these languages Non-discursive learning strategies such as sounds, movement , drawing and game play to teach on physical or emotional responses which discursive strategies can’t express.
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Aristotle: For the things we have to learn before we can do them, we learn by doing them,
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Constructivism is a theory that learner can construct their knowledge’s by making connection with their own life. Construal learning has two requirements; the learning has to engage in the learning process. Learning take away outcomes can’t extremely export. Construal theory think that learning will powerful and memorable when learners can see, smell, taste, feel , hear, or other observe evidences by themselves.
Designing Engaging Activities
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A good activity support students engagement and critical thinking.
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A good activity provides clear instructions and expectations.
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A good activity incorporates one or more approaches and skills, beyond dialogue.
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A good activity builds on the student’s own experience and knowledge.
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A good activity relates clearly to the work of art. Let learners be a interpreter to the art-work.
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A good activity relates clearly to the overall theme or lesson goal. Such as identity, space and places, society and politics, and Narrative in art
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A good activity gives your students time to think.
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A good activity supports multiple outcomes..
Skills and benefits of Activity- Based Learning
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Ask students observe the art work and describe detail what they see presents a challenge for student to develop their perception and language. Student must look closely and deeply think what they see. More deeply observe, more plentiful expression.
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They begin upon observation formalin questions, working by their own hypnosis or interpretation about the work base on the evidence they got through the close looking.
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Activity support peer to peer learning, cooperation is a skill which they will need in their life. They give students a freedom to form their own interpretation
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Free choice of learning also give students a power to charge their own learning.
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The activities is to provide our students to look, sense closely, wonder, be curious, ask questions, making interpretation, have hypothesis base on evidences, making connection with which they already know, experience, consider the possible percept and view point, form their own conclusions.
