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On Thu, 3 Apr 1997, karen d. palcho wrote:
> This message in response to this week's topic of Inquiry Learning on Our
> Place in the World, the Curriculum Resource guide on Artsednet.
> Do you find yourself doing all of the talking when you teach art history,
> philosophy, culture or criticism? When you walk through school hallways, do
> the voices of the teacher ring out far above the sound of student voices?
> The topic of Inquiry Learning addresses this issue. I use a format for
> most lessons that is designed to put learning and discussion in the voices
> of the students. For example, when introducing new art through a slide or
> print presentation:
> 1. Show the slides in silence. Ask students to jot down observations and
> questions. Sometimes I guide this, sometimes asking students to look for
> particular aspects ( connections to something previously studied, apparent
> purpose, style...) and sometimes leaving responses completely open ended.
> Students have time to consider, and to collect thoughts. Additionally,
> responses are then right in front of the student to read aloud. If I have a
> group of reticent students, I will tell them that this is a graded activity
> and that I'll collect responses. This is a good time to practice vocabulary
> ( monumental vs. big; idealistic vs. pretty.)
> 2. Show the slide sequence again, inviting students to share responses.
> Inevitably, several things happen.
> a. students note aspects of the art that I missed or did not consider.
> b. almost every aspect of the art is touched in some way (identification,
> theme or subject, context, purpose/function/meaning, roles of artists and
> viewers, style, mood, technique, materials, process...) This reinforces the
> notion that one can use a format when learning about something new: I
> record responses on the board by organizing them into the aforementioned
> c. students own observations and questions form the basis of the lesson,
> and there is usually plenty to talk about.
> 3. As student responses are generated, I feed specific information, correct
> mistaken assumptions, pose more sophisticated questions and reinforce the
> value of what has already been said.
> Although most of my teaching is based on DBAE, this method was not based on
> any particular educational theory. However, t I believe strongly in
> self-directed learning. I also got tired of doing all the talking.