Learning is a process that starts with the student as an individual and expands out to their relationship to the world around them. Before learning can occur, a student’s basic needs must be met so that they feel safe and emotionally open to learning. Before a teacher can begin the process of teaching, they have to understand their student’s schema. Understanding the student’s schema will enable a teacher to know where to start with a lesson and make connections to the knowledge students have already acquired. Learning is not just a cognitive process; learning occurs on a physical and social level as well, creating relevant relationships in a student’s mind.
My role in the classroom is instructor, facilitator, and a role model. As the instructor, I will demonstrate my knowledge in art through lecture and demonstration, and making connections to prior student knowledge. As a facilitator, I will guide students through the creative process asking leading questions about their work in progress, successes, and failures. Through demonstrations and critiques, I will model the correct technique and behavior for an art classroom.
The critical outcomes of my learning theory center on a student’s ability to take how they have learned and apply it to future learning experiences, a student should be able to make connections to their prior knowledge and find appropriate models for acquiring new knowledge. It is crucial for students to acquire new knowledge in my classroom, but it is equally important that they have learned how to learn. I believe this process is supported in the art classroom through student’s reflection on the quality and process of creating their work during critiques. Also, through artist statements that allow a student to reflect on why they choose the subject they did for the artwork. These critiques can be in a formal setting with the whole class or informally with classmates at their tables.
My role in the classroom is instructor, facilitator, and a role model. As the instructor, I will demonstrate my knowledge in art through lecture and demonstration, and making connections to prior student knowledge. As a facilitator, I will guide students through the creative process asking leading questions about their work in progress, successes, and failures. Through demonstrations and critiques, I will model the correct technique and behavior for an art classroom.
The critical outcomes of my learning theory center on a student’s ability to take how they have learned and apply it to future learning experiences, a student should be able to make connections to their prior knowledge and find appropriate models for acquiring new knowledge. It is crucial for students to acquire new knowledge in my classroom, but it is equally important that they have learned how to learn. I believe this process is supported in the art classroom through student’s reflection on the quality and process of creating their work during critiques. Also, through artist statements that allow a student to reflect on why they choose the subject they did for the artwork. These critiques can be in a formal setting with the whole class or informally with classmates at their tables.