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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