Students need to understand art before they could appreciate art. So the reason why we want to attract and empower disinterested students is simply to make them understand. For those who have understood, the next level is appreciate art.
Pls mention, research has shown that…..
DORIS PRONIN FROMBERG is a professor of education and past chairperson of the Department of Curriculum and Teaching at Hofstra University, Hempstead, New York. Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.), Continuing issues in early childhood education , (pp. 223-243). Columbus, OH: Merrill. Though this may be seem to be a primarily childish trait, close examination of adult internal narratives (our stream of consciousness), reveals something similar. Our adult imaginations are also continually active, predicting the future and examining the consequences of our behavior before it takes place. . . . The genius of play is that, in playing, we create imaginative new cognitive combinations. and in creating those novel combinations, we find what works.
A bit dark. If you can find another like this where it shows the background of the class would be great. Otherwise stick to this.
Considerations1.Are students lacking in basic art skills?2.Do students value art?3.Are students learning and enjoying their art lessons?4.What is the perception of art among students?5.How to improve students’ management of coursework?
To investigate if studentsare learning and enjoying their art lessons.
Motives1.Toattract and empower disinterested studentsto understand art.2.To genuinely engage all students to appreciateart.3.Toproduce fun and interesting lessons todevelop passion for the arts.
Play to Learn1.Play is one of the best ways to engagestudents.2.Studentsseek, integrate and build upknowledge when they work as a team.3.Play is tied closely to the cognitive, social-emotional and motor development of astudent.
Doris Pronin Fromberg (1990) claims thatplay is the "ultimate integrator of humanexperience" (p. 223)This means that when children play, they draw upontheir past experiences – ( things they have done,seen others do, read about, or seen on television) - andthey use these experiences to build games, playscenarios, and engage in activities.
Semester 1, Term 2 Jigsaw puzzles of the Colour Wheel Each group gets one envelope containing Jigsaw puzzles
ObjectiveStudents will be able to apply their knowledge ofcolour theory, to create a colour wheel usingjigsaw puzzle.
Instructions1.1 time keeper, 1 recorder2.1 envelope for 1 group3.4 questions were posed.4.Fastest and most accurate group wins5.At the end of class, only students who like the lesson,stick a pin to the noticeboard.
Attempting the 1st question : Colour Wheel Jigsaw Puzzle
Each pinindicatesthenumberof “Likes”after thelesson.
ConclusionThe game was well-received.Majority of students enjoyed thelesson!
Post Lesson Evaluation:1. Duration of the game was too long.2. Location of the pin-up “Like” was messy.3. Time consuming to stick jigsaw puzzle with blue tack.4. One lesson is insufficient data to evaluate its success.
Semester 2, Term 3 Weeks 1, 2 & 3 Secondary 1 EX/NA Printed images are used in week 1 & 2 3D props are used in week 3
Three Weeks of CooperativePlayWeek 1 - Recalling a storyWeek 2 - Telling a story through imagesWeek 3 - Telling a story through drama
At the end of 3 Weeks of “Cooperative Play” , students will beable to:1. Recall a story by observation, memorization and compositionthrough storyboarding.2. Understand the basic structure of a story: The beginning, thedevelopment , the conclusion and the message.3. Present their version of the story by rearranging a set ofimages and describing the events that happened.4. Playa role in their story through drama and action with theaid of a given prop.
Instructions1. Watch the “Flintstone video”.2. Memorise the sequence of the video.3. Arrange the images in the correct sequence to form a storyboard.4. 5 minutes to discuss.
Instructions1.Each group to select a mystery prop from the blackbag.2.Make use of the prop to tell a story through dramaabout “The caveman”.3.Each group to appoint a narrator and the rest of areactors/actresses.4.10 minutes to discuss before presentation.
Drama in class, “The caveman and the time machine”
85% - 90% of students “Like” the games played each week. As the week progresses, dislike was down from average 30% to just 7%.
78 % Like 72 % Like 78 % Like22 % Dislike 28 % Dislike 22 % Dislike
68 % Like 86 % Like 80 % Like32 % Dislike 14 % Dislike 20% Dislike
92 % Like 92 % Like 95 % Like8 % Dislike 8 % Dislike 5 % Dislike
Things to improve: Printed image cards in black & white are unclear. During group presentations, the class cannot fully comprehend as some groups presented softly. Statistics need to improve further to 0% dislike.
Students are more focused and engaged in game- based learning. Students are compelled to think out of the box and be extremely creative. The element of "play and learn” empowers disinterested and unmotivated students to learn and appreciate art.