Had opportunity to see a well-known brain research guy named David
Sousa...believe he's from the US originally but has lectured on this topic
(mostly related to the impact brain research developments should have on
education & educator's practices) all over the world. Our division brought
him in 2 years ago for each of us to see then invited the entire community
to see/hear him.
I couldn't begin to do justice to all that he had to say...brilliant and
The talking, of course, has to be related directly to the learning outcomes!
:-) (Merely chatting away won't achieve any educational goals!)
The talking thing stands out - as he talked about how generally the focus in
schools has been (for decades) to get the kids to "sit down, be quiet, and
listen" He had images of PET scans (some sort of brain imaging technique
that will show the level of activity in the brain - red being the most
activity, yellow moderate, green mild and black none...interesting to see
the different parts of the brain highlighted during different activities.
Reading, listening, writing, watching a demonstration, all had (of course)
some varying areas active but while students were asked to discuss (ie.
talk or tell about) what they were learning almost all areas of the brain
were really activated.
So, I do believe that while we are doing intense observation like that
needed for doing a detailed and realistic sketch, let's say, you'd not want
the kids/artists to be yakking a mile a minute...interrupts the
Anyway, I don't know enough technical jargon, facts, etc to do what this
research guy so profoundly related to us...but it had major impact on how I
thought about the activities and expectations I have for my students.
Maybe I can find something re: his research, etc. on the net...if I do, i'll
----- Original Message -----
From: Susan Holland <Susan_Holland@teachnet.edb.utexas.edu>
To: ArtsEdNet Talk <email@example.com>
Sent: Saturday, November 10, 2001 6:26 AM
Subject: talking and learning
> firstname.lastname@example.org writes:
> ><SNIP>he's not in tune with the latest in brain research
> >indicating that when the brain is engaged in TALKING it has the most
> >active...the 'best' learning involves talking.
> hey, I'm not familiar with this research either. Can someone point me in
> right direction? Wouldn't the talk need to be directed and purposeful?
> kids talk a lot but it's all about their social lives. They need to learn
> lot in that department this point in their lives, but I need them learning
> about art while they're with me. Also, I keep telling my kids that their
> talking brain is not their drawing brain and pointing out that kids who
> work without talking are having better outcomes in their art. Does
> suggest this is really true?