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Lesson Plans


Re: Greetings from Canada -Video Aids

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Diane C. Gregory, Ph.D. (dianegregory)
Sun, 16 Feb 1997 00:50:03 -0600

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>Greetings from Canada - I'm interested in hearing from art teacher's who use
>videos as teaching aids. What is your opinion? Do they help develop the
>student's interest in art and art making. What about videos that teach art
>making techniques. How do they compare to hands on teaching? How do you
>use the video's in your classroom?
>I am writing an article on this topic for the art education department at
>Concordia University, Montreal, Quebec Canada. I'm interested in your
>response - critique etc.
>Thanks! Janette - Montreal Canada

Dear Janette:

I have used videos periodically with mixed results in my art education
classes at Southwest Texas State University.

I find that the tape is usually more effective if I spend time verbally
introducing the tape, give students specific suggestions/assignments/info
to watch for while they are watching the tape, require them to take notes
about something specific, break a long tape up into short segments with
opportunities for review, questions and discussion. I also, find that some
kind of worksheet at the end is sometimes helpful, so they can review the
concepts learned. I have also had success with students actually doing a
studio procedure at the same time as it is presented in the video. If you
use this method, you have to pause or stop and start the video
occassionally and a remote control unit comes in handy if you do this.

I find that just showing a video without thoroughly integrating it into the
instructional design of the lesson is viewed as mere entertainment or it is
seen as a filler or I am simply not prepared that day, so I am showing a
video.

Doing all of this effectively really requires me to study the video, make
handouts or worksheets, make concrete assignments for things to look for,
etc. In other words, it usually requires me to do a lot of work and
usually a lot more work than you might expect.

I also find that some students get sleepy if the video is too long and it
is difficult to re-establish a lively energy level after watching a long
video and that is why I prefer to break it up or only use short 15 to 20
minute videos.

I really think what I call hands-on lecture/demos work effectively for
learning studio techniques/procedures more than almost anything. What I
mean by this is, I sometimes have students try out media techniques and
procedures at the same time that I am trying it. They are doing it while I
am doing it. This seems to keep their attention more than a long demo
where they are watching me do it. I also prepare handouts for key words or
procedures.

There is substantial research in the field of educational media or
instructional technology that reveals that beginning learners need
hands-on, concrete experiences and advanced learners will learn effectively
with mediated instruction, such as videos. Nevertheless, the research also
suggests that the media is irrelevant. The deciding factor as to whether
or not students are learning has nothing to do with the type of media---it
has more to do with how the media has been integrated into the total
instructional design of the lesson. In other words, if the learners are
beginners, the lesson must be hands-on rather than passively watching a
video. Therefore, if you want to use a video for studio instruction, you
could have them do the procedure while they are watching the video rather
than have them passively watch a video. The key word for beginners here is
Active Learning or Hands-On Learning.

Thanks for reading this long post.

I hope this has been helpful.

Diane Gregory


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