lesson plan
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Constructivism: Visual Arts Education
Presentation by Jessica Arriaga
University of Texas at Brownsville
Spring 2011
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Theoretical Foundation
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Constructivist Theory
• Persons, Behaviors and Environments Interact in Reciprocal Fashion
• Constructivist Classroom – Community of Learners
• Activity • Discourse • Reflection
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Vygotsky’s Sociocultural Theory
• Social Interaction• Self Regulation• Human Development
– Mediation through symbols
• Language• Zone of Proximal
Development
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Lesson Plan
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Classroom Environment• Theme
– Australia • Class Size
– 15-25 Students• Student Profile
– Boys and Girls – Age 8-9
• Equipment– Smart Board, Computer,
and Projector• Facilities
– Sink, Round Tables, Cabinets for Art Supplies
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Objectives
• TLW create an Australian Aboriginal artwork using the dot painting technique.
• Student will identify the elements and principles of art in a painting.
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TEKS: Standards
• 3.1 (B) Identify – Elements– Principles
• 3.2 (C) Produce – Paintings
• 3.3 (A) Compare – Content– Purposes
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Introduction of the Lesson
• Focusing Activity– Discovery Atlas
• Connection to prior Knowledge – Nature
• Relevance of the Lesson
http://videos.howstuffworks.com/discovery/29126-discovery-atlas-australia-revealed-aboriginal-painting-video.htm
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Learning Activities
• Interactive Learning– Analysis of an Artwork
• Students will Identify– Technique– Style– Principles of Art– Elements of Art– Animal
Representations
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Guided Practice
• Students Shares Experiences– Basis of Painting Techniques
and procedures
• Student Shares Ideas– Provide possible solutions and
answers – Problem Solving/ Painting
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Independent Practice
• Create Aboriginal Painting – Dot Technique– Elements (Color, Line)– Principles (Emphasis, Pattern) – Animal representation
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Cooperative Learning • Students will merge their individual Aboriginal
Dot Paintings into a final art product for school display.
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Facilitating Activities
• Flexible Assessment – Emphasize strengths rather
than weakness
• Scaffolding – Learning Activities
• Positive Interaction • Verbalization• Concept of ZPD
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Challenging Activities
• Peer Tutoring • Extra Credit Activities• Independent Art
Studies
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Closure
• Summary/ Questions– Where do they get their
paint from?– What do the colors in
the flag symbolize for the aboriginals?
– Why is art important for the Australian Aboriginals?
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Assessment
• Dynamic Assessment
• Artistic Portfolios– Student participation in
evaluation – Measurement of
professional growth– Reflection
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Further Exploration: Aboriginal Art
• Traditional Aboriginal Art Symbols– http://www.aboriginalartonline.com/culture/symb
ols.php
• Aboriginal Art Gallery – http://www.aboriginalaustralia.com/catalog/
• Animated Dreamtime Stories from Australia– http://www.abc.net.au/dustechoes/dustEchoesFl
ash.htm
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Implications for Teaching
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The Roles of aConstructivist Teacher
• A guide and supporter
• An active participant in learning
• A facilitator
• An evaluator
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Student Roles in Constructivism
• Active Learner
• Social Learner• Creative Learner
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Teacher- Child Discourse • Be Sensitive to student
Knowledge• Arrange Center Based
Activities• Promote different
Strategies & Solutions
• Use ongoing Assessment/ Dynamic
• Encourage Children to tackle tasks within ZPD
• Enrich Communication
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References
• Schunk, D. H. (2008). Learning theories: an educational perspective (5th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
• Simpson, J. (1996). Constructivism and Connection Making in Art Education. Art Education, 49(1), 53-59. Retrieved from EBSCOhost.