I actually teach K-8 but these examples could definitely apply to my
7th and 8th graders. In fact, I did a very similar project with linear
perspective that you described. I think I'm realizing that I'm
following Bloom's Taxonomy. Thanks for the examples - I think that I
have a firm handle on it now and that it may have been some
miscommunication on what Bloom's Taxonomy is that lead to my confusion.
> Bloom's Taxonomy is a way of ordering how humans process knowledge.
> It goes from simplest to learn--which I believe is rote recall of
> information, think about memorizing definitions and vocabulary--to
> synthesis to--whatever the next stages are, as listed in the web
> site. How is it important to us as art educators?
> As I recall, you teach higher levels of kids--high school, right?
> So if you had your kids do nothing more than copy perspective
> drawings you modeled, that would mean they "learned" a process for a
> short time. They might recall it for a shorter time. If you asked
> them to analyze landscapes that use linear perspective after the
> copy work, your students might learn new ways of applying that copy
> work, although few would probably have the initiative to do so.
> If, rather than copy work you taught them a few basic shapes; had
> them analyze those landscapes; had them experiment with a few
> synthesis tasks (invent a futuristic city with transport and
> communication devices built using linear perspective) and then asked
> them to analyze each other's works: well, you stand a better
> chance of your students really, really learning about perspective.
> At least--that's what I believe. If Dr. Bartel is in the
> building--he probably has even greater insight. --------------
> Original message from firstname.lastname@example.org: --------------
>> I'm actually not really following this site very well. I think I just
>> need one or two concrete examples - I never learned about Bloom's
>> Taxonomy in college and I'm really clueless on what it is.
>> I definitely have projects that span a few weeks and I try to
>> challenge my students to reapply their knowledge in other ways, but I
>> think I'm just completely confused on what Bloom's Taxonomy actually
>> means to an art educator.
>> Quoting San D Hasselman :
>> > try this site for sample questions
>> > http://www.teachers.ash.org.au/researchskills/Dalton.htm >> >
>> > ARt should be a dialogue, a process, and a product. While we are
>> > always under the "gun" to have "projects", we should go beyond "make
>> > and take" at all levels, IMHO.
>> > San D
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