Teaching Methods That Promote Learning

Chapter 10 Reflection

In chapter 10, we learn about different teaching methods, both traditional and innovative. The authors begin by talking about the learning process of visual culture and how the methods need to be appropriate for the age group. They claim that multimodal learning “…allows more students greater opportunities to learn, it can also enable students to change misconceptions of prior knowledge” (Freedman & Boughton, 2023, Ch. 10 p. 4). Going along with multimodal learning, methods of discovery are also listed as being effective. These methods can be, for example, letting students experiment with new materials freely before diving into a project. This can help the students understand what they are working with and the process of creating art with a certain medium and lessen their frustrations with it. Another method listed is inquiry. This method is helpful for the development of critical thinking in students. The last one listed is problem solving which, “…enables students to participate in higher level thinking strategies, such as application, analysis, synthesis and evaluation” (Freedman & Boughton, 2023, Ch. 10 p. 6). The authors also claim this method is the foundation needed for the making of visual culture where the ideas are the questions and the solutions are varied. The next section moves on to discuss the different methods of teaching art starting with presentations. It is stated that while this form of instruction is good for delivering facts, in the elementary setting they should be kept short and engaging to hold the students attention. The authors also mention how good presentations include discussions where questions are developed for students to help guide them in expressing their thoughts. The next method listed is demonstration which is particularly important to the teaching of art. Having a visual instruction of how to complete a project can be very helpful for students to understand how to complete their project. Demonstrations can also be done by other students who may understand the material or subject better and can then in turn demonstrate to their peers how to use them. Also listed as a method of instruction are field trips, although these don’t have to be limited only to museums. Visual culture learning can take place anywhere so long as the teacher can successfully lead the students through it. Another good method for elementary level students is synectic activities. These are particularly helpful in helping students break conceptual boundaries while also enabling them to be more creative in their thoughts and ideas while also developing new connections. The authors go on to list a few more methods of art instruction before ending on a section talking about questions. They list out different types of questions and their purposes as well as how to determine if the questions being asked are good ones or not.

This section was very helpful in teaching us what some of the different modes of instruction for art are while also explaining how they can be useful in teaching visual culture. I feel like I’ve experienced a lot of these in my art classes I’ve taken, except for the field trips one. I remember in my high school the art classes used to go to the Art Institute of Chicago on a field trip before they stopped due to lack of funding. We ended up going instead to a botanical garden and spent our time there drawing landscapes in ink pen. I thought the experience was very helpful in our development of landscape drawings because we were able to actually be out there, looking at what we were drawing, instead of drawing from another image.

If I have the opportunity to in my future classroom, I would love to take my students on field trips. Going to different museums would definitely be on the list, but like the authors said, visual culture learning can happen anywhere so I wouldn’t limit the field trips to only museums. I think even just taking the class to draw outside but still on campus can be very useful in teaching visual culture if guided properly.

Weeping Tree by Vincent Van Gogh

References:

Freedman, K. & Boughton, D. (2023). Elementary Art Education: A Practical Approach to Teaching Visual Culture [Unpublished manuscript]. Art and Design Education, Northern Illinois University.

Van Gogh, V. (1889). Weeping Tree . Fine Art America. Retrieved March 2, 2023, from https://fineartamerica.com/featured/weeping-tree-by-van-gogh-vincent-van-gogh.html