I always thought that the most important part of art history was the context behind it and knowing the “right answer” about what it was about. I was often reluctant to share out in class discussions because I knew the teacher would just tell us the “correct” context afterwards anyway in my art history classes. On tests, when Identifying art pieces it was also important to describe some of its historical context or meaning to show our understanding, thus I valued what my teacher told me about a piece more than what I personally got from it.
In Art 331, I have learned a lot about when contextual learning is appropriate, and different types of discussion. I now believe it is important for students to draw their own interpretations from a piece and the teachers adds supplemental information by prompting students with specific questions. This way, only information that is important or benefits the discussion is shared, and by asking questions the teacher helps students arrive at that point for themselves.
The three stitches I learned and added this week were French knots (dark green), stars and the arrow stitch (both yellow). The green represents questions that the teacher can ask that prompt a certain point or theme. The yellow stars are the ideas that students draw from the pieces that are their own, original interpretations. The yellow arrow represents pushing them to go farther and think deeper by validating their ideas and asking deeper questions.
When I am a teacher, I definitely want to use these methods when teaching a lesson. I think teaching through discussion is much more beneficial than teaching through lecture. Also, by letting students make their own interpretations, they are relating it to their own life and therefore are more likely to retain the material.
In Art 331, I have learned a lot about when contextual learning is appropriate, and different types of discussion. I now believe it is important for students to draw their own interpretations from a piece and the teachers adds supplemental information by prompting students with specific questions. This way, only information that is important or benefits the discussion is shared, and by asking questions the teacher helps students arrive at that point for themselves.
The three stitches I learned and added this week were French knots (dark green), stars and the arrow stitch (both yellow). The green represents questions that the teacher can ask that prompt a certain point or theme. The yellow stars are the ideas that students draw from the pieces that are their own, original interpretations. The yellow arrow represents pushing them to go farther and think deeper by validating their ideas and asking deeper questions.
When I am a teacher, I definitely want to use these methods when teaching a lesson. I think teaching through discussion is much more beneficial than teaching through lecture. Also, by letting students make their own interpretations, they are relating it to their own life and therefore are more likely to retain the material.