“Perception is primary, to see is to think” This quote by Richard Serra, (Films on Demand, n.d) is one that rules my instruction and has filled my thoughts the last few days. The balance of the quote is “to think is to see”.  The gestalt nature of this quote as a whole is one that is directly applicable in the learning condition of my art students. There is much more necessary to instruction than Watson’s or Thorndike’s Stimulus and Response but a number of James Hartley’s principles are an integral part of the strategies that I employ in the classroom (Smith, 1999, para. 2).  I have been working with Art 1 students in the learning of the visual vocabulary of art.  Most students being new to the visual arts and art thinking find great difficulty in visualization of the written definitions of the Elements of Art and the Principles of Design.

I am finding that the activity of learning by doing is extremely important for retention. Repetition of techniques and frequent practice reinforce the learning experience and as any sports athlete can attest, with the growth of the physical muscle comes also the muscle memory that is so important for stamina and lessoning of mental fatigue.  This applies to  sight training as well as for kinesthetic hand skill development. For the student’s to learn how to determine value exchange, surface treatment, intensity of hue and other visual and tactile issues the students need to build  "muscle"memory and perceptual abilities of the visual and other sense borne types. The development of these perception skills advances student capacity to understand the Gestalt found in the visual world.  The operant conditioning involved in the employment of behaviorist strategies when combined with stimulating and varied methods of instruction can provide the positive reinforcement and positive learning experiences that promote creative and intellectual growth for students that may only have this short opportunity to develop and express themselves with.

Reflection on "Understanding the Impact of Technology on Education, Work, and Society"

An instructor came to me this past week for information on procedures for creating podcasts.  For once, I was able to provide the instructor with, resources for acquiring software and tips on affective procedures for creation and incorporation of podcasts into coursework.

Upon reflection, the last eight weeks in this course in technology have brought me a wealth of information not only in the technical ability for the creation of blogs such as this one, but has provided me with the ability to meet the needs of educating students for the 21^st Century.  The learning experiences were a stimulating opportunity to work collaboratively with peer teachers, with an emphasis on innovation and facility. This provided me with not only information and pedagogic resources but with an effective learning experience that I can translate to the instruction of my students

During a recent trip to the movies with my daughter a quote by the master of philosophy, Yoda came to mind, "Always in motion the future is.” This quote from the George Lucas movie, The Empire Strikes Back, is important for its relevance to the pace at which technology has advanced in the community beyond the classroom. In order for an instructor to provide, a student with the tools and capability to meet and master the requirements of becoming a productive positive member of society there has to be an awareness of this fact and its importance on how the instructor prepares for the learning experience.

The speed of growth has brought the need for change in many aspects of accepted pedagogy, and the affective strategies of implementation. Advancements in areas of growth such as social networking have had a significant effect on communication in the operation of industry, and the workforce, but where it has had the most profound effect is on today’s society and culture. This has translated to change in how the student acquires and uses new information.  The acquisition and the flow of information particularly at the students level has taken a turn away from information acquired within the classroom walls to interactive learning from peers, the connectivity that comes from this new digital age. What was not usual 10 years ago is not so today such as seeing students with their fingers flying over a digital device while also in deep conversations with a live friend or friends.   This brings relevance to a need for an adjustment of thinking on accepted thoughts on instruction and practices. One means by which to advance student learning is to move from teacher centered to student centered learning environments where the instructor becomes more of a facilitator and the instruction becomes more project based. In a world where the student will need to, interact and collaborate with others, be innovative, use more creative thinking skills, this approach to instructional practice is the manner in which I now see the need to bring greater focus.

Another change that I feel is necessary for growth within my instruction and the education process is the need to expand student learning beyond the walls of the physical classroom. I feel that I can do this in two ways. In terms of new technology, the virtual world provides great opportunity for not only information acquisition but for interactivity with peers, professionals, and other learning communities. With the incorporation of blog environments, and other forms of social media into the curriculum the student gains, information resources by which to expand their knowledge base, a community from which to develop future working relationships, and a system of interaction that will provide an opportunity for employment, and further lifelong learning.   

Where I come into the equation of providing an effective learning environment is becoming the nexus for their growth.  In a socio-economic, and, political climate that has brought a more restrictive nature to acquisition and implementation of new technology my goal comes in two parts. The first is to approach acquisition and employment of technology from a community based perspective. This would entail the development and use of community business and commercial contacts for the promotion and acquisition of not only new technology but for promoting the value of a tech savvy student as a member of the community and the work force. This has already begun with creating contacts with local business organizations for the sole purpose of developing the opportunity for students to interact with new technologies in use by local industry. The development of a working relationship between the two entities provides benefits for both.

At a more personal level, the facilitation of collaborative projects broadens the range of learning modalities that a student can strengthen and employ.  I am in the process of developing a creative reflection blog for my advanced art studio and photography students. This provides the student with a greater capacity to think creatively, and become more innovative in individual or collaborative efforts. As a result, of either directive for learning the motivation is the same, in that it provides students with the tools and the facility with which to use them productively. This benefits both the individual and the community by contributing to stabilization and growth of society as a whole. 

In reflection on the process of learning through the course of the instruction these last 8 weeks I feel that the goals that I have established for the advancement of my students is worthy of my own pursuits as well. I came into the course hesitant at my own abilities, and how they might be developed for the instruction of my students. I now feel that though I still consider myself among those identified as a digital immigrant, I am well on my way to attaining the same capacity that Marc Prensky, identifies as being a digital native. The continued academic pursuits in coursework like this in combination with further development of my Professional Learning Community in blog and Wiki format will advance the goals that I established in week one and will continue to provide the basis for effective instruction, because "Always in motion the future is.”

High School students access and use of technology

This week I interviewed a number of high schools students regarding technology that they have access to and use. Though i wasn't extremely surprised at my findings i was surprised at the variety of experiences that students have.   student technology podcast

             Tonight I reviewed the website of Partnership for 21^st Century Skills, a national organization advocating 21^st Century readiness for students. What I found was an advocacy for strengthening programs of instruction that meet the challenges that today’s students would face following graduation in terms of knowledge and skill development.  The focus of the tools and resources presented are on strengthening the 3R’s.  The 3R’s are the core subject matter such as English, Reading, Mathematics… Surrounding this is the umbrella of, Life and Career Skills, Information, Media and Tech Skills, and the 4R’s, tools necessary for synthesizing the core content, such as Collaboration, Communication, Creativity, and Innovation.  The outcomes are strengthened with support systems that relate to instruction. The result will deliver instruction in a manner that will lead to mastery and the ability for the student to engage their future effectively.

            The objectives present a sound program of development of the skills necessary for a student to meet and maintain growth in this new century.  Within the current, economic, social and political climate, the support for effective implementation of these objectives would appear to be cloudy at best particularly in terms of the cost of implementation and the complication of oversight. With this in mind the program that Partnership for 21^st Century Skills advocate does present a strong model from which the educational community needs to develop instruction thus providing the roots from which our children can effectively engage their futures.

(http://www.p21.org/index.php)

digital options in the classroom

Today while studying for coursework I came upon an article in an online version of a Harrisburg PA newspaper.  The story was about local schools exploring digital options for the education of their students.
In use within some of the classrooms where digital flexbooks, and online homework services, with a discussion in the school systems of, all-digital textbook programs, incorporation of social network systems, use of fiber optic networks over servers, feasibility of one to one technology. The article is just one of an increasing number of recent articles that show the growing move toward instruction that is digital based. Though the focus for most is on the excitement that new technology generates this article also presented the financial and technical conflicts that exist in the current economic and political climate.  This presents the dichotomy  that prevails within most school systems. The article does not present a clear answer but does raise the opportunity for what is possible and the direction that education is moving in.
   
The article is - "Harrisburg-area schools explore digital options for use in classroom" written by, BARBARA MILLER, The Patriot-News  
http://www.pennlive.com/midstate/index.ssf/2012/01/harrisburg-area_schools_explor.html

on the use of blogs in high school art coursework

On looking for ways in which I might incorporate blogging into the student’s experience, I can come up with two possible scenarios.   I teach two courses at the advanced level that might present two opportunities for interaction of this type. One use might be student blog development within the context of the AP Art History course that I teach focused on research results. Another avenue would be for students working within the studio arts courses.  Studio arts courses at the advanced level are by their nature places for hands on study with little interaction beyond the introspective reflective practices of the student, and small group critique.  Because of the nature of studio art, being limited to study in situ, access for review has been limited until the development of possibilities such as blogs. With the ease at which one can now capture an acceptable image and post for peer critique analysis a blog would present the student with a broader range of review and feedback for their work.  A blog situation that might be established would be a site setup for advanced fine art studio students in which students would post photographs of work in progress to a dedicated class blog site that interacts with student peers. Interaction could be in the form of type, via audio or video feed. Though under the guidance of an adult administrator the site would be student run.  A site such as this would provide the student with an avenue for critical feedback, a community with a common focus and interest, and the ability to step outside of the insular environment that tends prevail In studio art activity.  

Have any thoughts?

social media resource site

Though not trained in art therapy, I as an artist, art teacher, and teacher recognize the importance of it's use and incorporation into at the very least, the thinking process of developing affective teaching strategies. I found this art therapy site that includes a presentation of social networks and associated internet links and thought it might be an added resource for review.

"Fear No Art, Fear only Ignorance",   Anonymous
http://www.slideshare.net/gretchenmilleratrbc/social-mediaandarttherapy