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RE: teaching method?

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From: Berg, Renee (Renee.Berg_at_TeacherArtExchange)
Date: Fri Nov 30 2001 - 19:04:15 PST


Thank you all who wrote back about Constructionist. I appreciate your time
and answers. Woody and Judy, the web sites you referred to were informative,
. I don't want to seem like the south Dakota hick I am, gota keep up on
those new in terms. Patti, some good comments on it too. Renee

-----Original Message-----
From: Artystyc3@aol.com [mailto:Artystyc3@aol.com]
Sent: Friday, November 30, 2001 7:27 PM
To: ArtsEdNet Talk
Subject: Re: teaching method?

CONSTRUCTIONISM-
From the textbook,"Mind in Art", by Charles Dorn:
Perseption invovles six distinct features that make it;
a) knowledge based,
b) inferential as a system of right guesses,
c) catagorical as seeking common features,
d) relational in making comparisons,
e) adaptive in suggesting proper action,
and f) automatic in that we do not have to be consciously aware of the
activity.
As to which of the six features is the most important, psychologists
recognize
two different approaches. The first one is by Rock (1983) , who emphasized
the
"constructionist " position- taught persception is knowledge based and
inferential,
constructing an image of reality from fragments of sensory information much
as a skeletal form is built up of from it's parts.

So constructionism would contain these approaches as they pertain to they
way
a
student learns and in application,as a teacher would need to teach.
Not a right brained approach.........and one of many methods to teach.
Most art teachers are more intuitive and individualistic in their methods.
I never follow one set pattern, as my students and classes vary
considerablely
in their abilities and knowledge.I believe every (good) teacher would
basically
follow the constructionist method, of finding out the groups "knowledge
base"
and building on it. We see only fragments, disconnected at first, then we
take that
fragmented base of knowledge and make connections with common features,
like an activity to connect the senses. Then we make comparisons, like how
the knowledge can be used in other areas of learning ( cross-curricular) or
in a career. Then we adapt the lesson to suit the level and directive and
allow the students creative input to insure ownership and make a memory
connection.
As soon as I saw your question, I remembered where to look for the answer.
I'm strong on associations- and weak on memorization, unless I use my hands.
Patti in Fla.

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