I think the past class period has helped me grasp the concept of Direct learning theory more than when it was first introduced. I also realized how encouraging teaching can be when this style is applied considering it is not based on a system of punishing and rewarding, but rather saying "you don't understand this? How can I break it down for you? How can I help you learn it through experiencing?"
However, the biggest struggle I have had with the theory (and other educational theories for that matter) is relating it to my subject field. Art itself is already so concrete, it is created and experienced in order to be learned. Concepts are expressed via demonstrations. For example, if the assignment was how to make a coil pot for a ceramics class, myself as the teacher would demonstrate the process by having the class watch my own techniques on the concept, then I would let them attempt to recreate the process for themselves while giving individual feedback. I suppose there are some topics, such as explaining the difference of abstract and realism, that I could more easily relate to the DLT though.
I did have a teacher in high school that I felt implemented the DLT very well. Mrs. Plackett, who I had for 4 semesters of various English classes was constantly bringing in outside texts, having us act out, sing, draw, or discuss topics. Worksheets were far and few and creativity as well as hands on activities made up most of the classes. I loved it because it was engaging and made the curriculum much more memorable; as cheesy as it sounds, I was having fun while learning. I would consider her as a mentor and she has also been a huge influence on why I decided to go into the teaching field.
It seems to me that the harder part of applying Developmental Learning Theory to art would be making a relatively concrete subject more abstract for older students. Bringing in thematic and historical context would be a good way to give older students a more abstract understanding of the information.I had a similar experience with a high school English teacher, and I would agree that I was more motivated and understood the subject better because our class was developmentally appropriate.
ReplyDeleteLindsey, I can see your point when thinking about how to put art in a concrete form. There are several subjects that I think are hard to do this. I am a music student and when I think about implementing DLT into teaching music it is also very hard. Most of music is about listening or watching someone and then doing the replica of that. It seems easier though when I think about beginning music students versus more accomplished students. I think that with art and music it is easier to think about the concrete with younger students than it is with older students.
ReplyDeleteConsider this. If you are showing students how to create a ceramic pot, you are actually more abstract than you could be. What if you had students attempting to make pots (perhaps not with spinning wheel) with no instruction. Then you can have them reflect on struggles they had. Now when you introduce the spinning wheel they can understand how it is useful based on their previous, concrete experiences.
ReplyDeleteLindsey, I think you bring up a good point. Art has the capacity to either be completely divorced from DLT or be very connected- your future students can use art, something concrete to understand something abstract, either with their own work or the work of a famous artist. I think that can actually be one of the most amazing things about art, helping students see and analyze love, anger, justice and other abstract values and ideals by using their concrete creations in front of them.
ReplyDelete