Authentic Learning
Students are more likely to display a high level of motivation when they find the subject matter to be _____.
Interesting
On a field trip, students should be _____ _____ .
Active participants
What type of source are realia?
Primary - found in the world around us; from the time period
Name two types of art.
Music, dance, theater/drama, visual arts
Students should be _____ participants when exploring the arts.
active
Give an example of a powerful instructional resource for authentic learning. (Hint: direct experience/hands-on material.)
Cooking, dancing, skits, artifacts, guest speaker, field trip
A field trip is an _______ setting for students to encounter/explore new things.
authentic
What are the two types of realia?
(1) Tangible
(2) Primary Documents
Why are the arts beneficial for student learning?
- Help students understand the real world by experiencing authentic ideas and emotions (more than words)
- Engage students with different learning styles
What are two types of cultural dance?
(1) Folk
(2) Ritual
How does authentic learning motivate students?
They get to apply what they have just learned to real-life contexts and situations.
Why have field trips declined in popularity in schools?
- Pressure for students to perform well on standards-based tests
- Seen as a waste of time
What is the difference between tangible realia and primary documents?
Tangible - hold and interact
Primary Docs - read
Many forms of art express ______ features of a group.
cultural
Elaborate on "exploring and responding" to art.
What does this look like?
Examples in a classroom?
- First, students must gain a sense of art in their own lives through interesting events or experiences (i.e. face painter or rope jumper)
- Then, student can experience the arts in an expanded context: interactive museum exhibits, galleries, performances, festivals = art & culture
- Students are active participants throughout
- Teacher should ask open-ended question to stimulate student responses
Authentic learning involves the alignment of ______ and ______.
Instructional resources, instructional strategies
What are classroom visitors beneficial for students?
(1) They share a specialized skill/knowledge
(2) They offer unique perspectives
(3) Students can make real-life connections to history
Give two examples of tangible realia.
Art, furniture, utensils, weapons, tools
What are the three ways students should experience the arts?
(1) Explore and respond
(2) Reproduce
(3) Create
Elaborate on "reproducing" art.
How does cultural sensitivity play a role?
Examples in a classroom?
- Authenticity and accuracy are key to avoid cultural insensitivity; seek cultural responsiveness
- Teacher must provide detailed information about the art that students are reproducing. Reproduction should take into account the cultural significance of all aspects of the art.
Explain and/or give an example the following levels of resources:
(1) concrete
(2) representational
(3) print-based
(1) - Direct interaction with people, places, objects (i.e. field trip, visitor, artifact)
(2) Likeness of real objects (i.e. photograph)
(3) Print-based (text, interview, song lyrics)
Name and describe two types of field trips.
(1) Living History Museum - interactive exhibits, children take ownership of their own learning
(2) Classroom Museum - teacher arranges artifacts for students to explore/interact with
(3) Community Field Trip - students volunteer in community (i.e. food pantry)
Give two examples of primary documents.
Diaries, journals, memoirs, newspapers, interviews
Give an example of an open-ended question a teacher could ask to stimulate student responses.
What story do you think the artist/performer is trying to tell? What is the purpose of this product/performance? Do you like this? What is the most interesting part of this product/performance?
Elaborate on "creating" art.
What is the focus?
Example in a classroom?
- Process-based art—focus on what the students do rather than what they produce
- Opportunity for student to express their own creativity
- Authenticity and accuracy still crucial
- Example: Read a handful of poetry books by the same author; then students try to reproduce poem by mimicking style; then for creating stage, students may use one of the author’s themes or motifs but express their own poetic style