LEARNING BY DOING 1
Learning By Doing
Visual and Performing Art Standards
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in
the environment and in works of art, including their own.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
Task #1- Actual Texture Exploration
Learner Outcomes/Objective:
Students will be able to understand actual and visual texture as it relates to art and design.
Students will be able to use a found object to create your own texture.
Students will be able to view a variety of textures from different tools and objects.
Students will be able to be able to describe and define texture.
Learning activities:
Students are greeted at the door with each student grabbing a texture tool.
Students are instructed to hold on to their tool until instructed.
Students are asked to close their eyes for a minute to listen to a story to get their mind set
on texture and how it is a part of our everyday lives.
Students will be guided through an interactive PowerPoint video to describe and define
texture.
Students will watch a short video describing the activity we will be doing as a group.
Students will each get a ball of clay and practice with the tool given a repeated texture.
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Students will do a gallery walk to observe the different textures that have been discovered
and reflect on their experience.
Task #2- Magazine Art Critique
Learning Objectives:
Upon completion of this instructional activity, learners will be able to successfully
analyze, interpret, and critique artwork by applying the elements of art and the principles
of design.
Students will be able to demonstrate a thoughtful critique using provided photos of
celebrity outfits and word bank handout.
Through observation and student response I will be able to determine the success of the
demonstration and mastery of the concepts of critique.
Students will be able to recognize the 4 types of art criticism: Describe, Analyze,
Interpret, and Judge.
Learning activities:
Class will begin with a silent intention setting geared toward critique and art critique. The
quote You can't let praise or criticism get to you. It's a weakness to get caught up in
either one. by John Wooden
Critique packets and critique word bank handouts will be given to all students.
Students will watch a PowerPoint to review the 4 steps of art criticism. Students will
discuss each photo and practice steps of critique with one another.
Students will get in groups of 2 or 3 to practice critiquing art with magazine cutouts.
Students will each cut out a photo from magazine to use to do a critique with. Each group
will write down the four steps of critique based on the cutout they chose.
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Value of creating meaning through learning by doing
Being a visual learner myself, I appreciate Deweys approach to learning because it is a
way that I learn best. Texture, like any of the elements of art, can enhance and support the artist's
concept behind the work. Some artists use texture as a major influence on our response to the
work. In any work of art, however, texture can draw us in so we spend more time with the work.
It is important for students to understand texture as it will help them in ceramics and other art
classes. By actually creating the texture themselves, they are supporting John Deweys concept
of teaching meaning through "learning by doing". Dewey believed that each child was active,
inquisitive and wanted to explore.
By offering students the opportunity to actively create textures themselves, they are more
likely to understand them and be able to recreate them on their own rather than just looking at
photos of them. Dewey stated people can learn by participating in relevant learning
experiences. In an art classroom, it is essential that students get the opportunity to create. They
need to experience the act of creating art and unless they are given the opportunity to do so, it
isnt possible to assess learning or growth. There is much value in creating meaning through
learning by doing including practice, confidence, and a deeper connection with the material. By
discussing the texture samples as a class we can learn from one anothers experiences, see many
different samples, and discuss the overall success of the project. Additionally, I will be able to
ask questions and assess if the students were successful in learning the material.
Art students need to be comfortable with the elements and principles of art to be
successful in all of their art classes. In art, critique it is important to know and be able to use the
elements and principles of art in context to understand if a piece of art is successful or
unsuccessful. By having students choose the cutout that they would be critiquing in their groups,
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they are actively involved in the process and the student can feel in control of their learning.
Critiques help art students hone their persuasive oral and writing, information-gathering, and
justification skills. Dewey believed that learning by doing enabled students to develop their
problem-solving skills. They could then clarify the learning and apply it in their future lives.
Helping students master art standards through learning by doing
By incorporating lessons that include doing rather than just watching or listening, the art
students can learn firsthand the technique or idea that is being discussed more successfully and
be able to recreate it. Dewey believed it was vital for schools to encourage students to think for
themselves. They would then be more likely to become active citizens who could help to shape a
better society. Although most art classes incorporate activities that include learning by doing
frequently, I have personally taken some that need to emphasize it more. Students get so much
more out of their experience if they are the ones creating the work. By encourage students to
take charge of their learning and make informed decisions.
Visual and performing art standards focus on many different concepts of art including
artistic perception, creative expression, and historical and cultural context. By critiquing live and
having the students use photos of people and things they feel comfortable with, they can see how
to describe, analyze, interpret, and judge artwork in a more personal way. Choosing to have the
students be the ones to critique and practice in groups, they are actively taking charge of their
learning.
Incorporating activities that include engagement, movement, discussion, and creation, I
can effectively help students master the art standards through learning by doing. Rather than just
speaking at them I can actively seek activities that allow them to explore the information. I can
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create lessons that use the world around us, uses our bodies and hands, and offer as many
opportunities to learn by doing.
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References
D is for John Dewey: His Approach To Education - The Positive Encourager. (2012). Retrieved
June 05, 2016, from http://www.thepositiveencourager.global/john-deweys-approach-to-
doing-positive-work/
John Dewey's Philosophy of Experience and Education. (n.d.). Retrieved June 6, 2015, from:
http://www.icels-educators-for
learning.ca/index.php?option=com_content&view=article&id=53&Itemid=68
