Follow the Leaders: Active Learning from a Fine Arts Perspective

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Follow the Leaders Active Learning from a Fine
Arts Perspective

• Neil Johnston, Century College
• Art Department
• Martin Springborg, Office of the Chancellor
• Center for Teaching and Learning

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Outline

• Introductions and vignette
• Active learning definitions and examples
• Strategies for making learning more active
• Characteristics of the studio classroom model
• Classroom/Environment
• First Day
• The Effective Studio Instructor
• Resources

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Introductions and Vignette

• Review and discuss the Glassy Stare
• Introduce your discussion partner as you report
  to the group
• What are some possible solutions to the problem?

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What is Active Learning?

• Anything that involves students doing something
  and thinking about what they are doing.
• Charles C. Bonwell and James Eison, Active
  Learning Creating Excitement in the Classroom.
  ASHE-ERIC Higher Education Report, No. 1, 1991.

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What is Active Learning?

• Collaborative learning
• Cooperative learning
• Experiential learning
• Inquiry-based learning
• Problem-based learning
• Service learning
• Others?

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Characteristics of the Studio Classroom

• Community-learning space
• Active participation with
• Encouraging
• Tenant of active learning
• Similar to a lab (theater def.)
• Must be a place where experimentation can occur
  safely
• Clearly defined boundaries and expectations

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Studio Working Process

• Activities based on student work, research and
  instructor demonstrations
• Assignments worked on in real time
• Work is done in front of classmates
• Requires micro/macro level of awareness and
  instruction

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Instructor, Subject of study, Presentation, etc.
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Public learning environment Drawing 1 Studio
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Public learning environment individual/group
awareness
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Characteristics of StudioClassroom Discussion

• Individual feedback is created while everyone is
  there and listening
• Individual feedback is open, accessible to all
• Often organic
• Opportunity for spontaneity
• Critiques are group discussions

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Public learning environment Open Feedback
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Public learning environment Open Feedback
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Critical First Day

• Sets the tone for the rest of the semester
• Foster a safe community
• Encourage students to succeed AND to fail
• Non-threatening environment
• Introductions are a must!
• Name games
• Present some facts about yourself
• Keep it light!
• Explain how objectivity and subjectivity work in
  art criticism

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The EffectiveStudio Instructor

• Instructors must
• Be aware of some students vulnerability (and
  over confidence of others)
• Remember because this environment is so public,
  feedback should always be about support, not
  about pointing out flaws
• Always use constructive criticism, and have a
  balance of objectivity and subjectivity

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The EffectiveStudio Instructor

• Instructor is the facilitator of the classroom
  for
• Discussion
• Demonstrations
• All learning
• Professional practice is reflected in classroom
• Balance between personal work and community
  work/process

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The Studio Classroom Model and YOUR Classroom

• Group work/projects
• Individual investigation/research done outside
  class, then brought in
• Public assignments
• Public discussion of individual work
• Public discussion forums
• D2l, wiki, blog, in-class discussion
• Private assessment

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Application

• Discuss one to three concrete examples of
  possible applications of active learning
  principles that you could use in one or more of
  your classes.

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Additional Resources

• FATE (Foundations in Art Theory and Education)
• www.foundationsinart.org
• CTL ITeach Center Tutorials
• http//www.ctl.mnscu.edu/programs/educ_opp/tutoria
  ls.html
• CTL Web Workshops
• http//www.ctl.mnscu.edu/programs/educ_opp/webwork
  shops.html

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• Thanks!
• Martin Springborg
• Center for Teaching Learning
• www.ctl.mnscu.edu
• martin.springborg_at_so.mnscu.edu
• 651-649-5981
• Neil Johnston
• Century College Art Faculty
• neil.johnston_at_century.edu
• 651-773-1724