Constructivism: Visual Arts Education

Presentation by Jessica Arriaga

University of Texas at Brownsville

Spring 2011

Theoretical Foundation

Constructivist Theory

• Persons, Behaviors and Environments Interact in Reciprocal Fashion

• Constructivist Classroom – Community of Learners

• Activity • Discourse • Reflection

Vygotsky’s Sociocultural Theory

• Social Interaction• Self Regulation• Human Development

– Mediation through symbols

• Language• Zone of Proximal

Development

Lesson Plan

Classroom Environment• Theme

– Australia • Class Size

– 15-25 Students• Student Profile

– Boys and Girls – Age 8-9

• Equipment– Smart Board, Computer,

and Projector• Facilities

– Sink, Round Tables, Cabinets for Art Supplies

Objectives

• TLW create an Australian Aboriginal artwork using the dot painting technique.

• Student will identify the elements and principles of art in a painting.

TEKS: Standards

• 3.1 (B) Identify – Elements– Principles

• 3.2 (C) Produce – Paintings

• 3.3 (A) Compare – Content– Purposes

Introduction of the Lesson

• Focusing Activity– Discovery Atlas

• Connection to prior Knowledge – Nature

• Relevance of the Lesson

http://videos.howstuffworks.com/discovery/29126-discovery-atlas-australia-revealed-aboriginal-painting-video.htm

Learning Activities

• Interactive Learning– Analysis of an Artwork

• Students will Identify– Technique– Style– Principles of Art– Elements of Art– Animal

Representations

Guided Practice

• Students Shares Experiences– Basis of Painting Techniques

and procedures

• Student Shares Ideas– Provide possible solutions and

answers – Problem Solving/ Painting

Independent Practice

• Create Aboriginal Painting – Dot Technique– Elements (Color, Line)– Principles (Emphasis, Pattern) – Animal representation

Cooperative Learning • Students will merge their individual Aboriginal

Dot Paintings into a final art product for school display.

Facilitating Activities

• Flexible Assessment – Emphasize strengths rather

than weakness

• Scaffolding – Learning Activities

• Positive Interaction • Verbalization• Concept of ZPD

Challenging Activities

• Peer Tutoring • Extra Credit Activities• Independent Art

Studies

Closure

• Summary/ Questions– Where do they get their

paint from?– What do the colors in

the flag symbolize for the aboriginals?

– Why is art important for the Australian Aboriginals?

Assessment

• Dynamic Assessment

• Artistic Portfolios– Student participation in

evaluation – Measurement of

professional growth– Reflection

Further Exploration: Aboriginal Art

• Traditional Aboriginal Art Symbols– http://www.aboriginalartonline.com/culture/symb

ols.php

• Aboriginal Art Gallery – http://www.aboriginalaustralia.com/catalog/

• Animated Dreamtime Stories from Australia– http://www.abc.net.au/dustechoes/dustEchoesFl

ash.htm

Implications for Teaching

The Roles of aConstructivist Teacher

• A guide and supporter

• An active participant in learning

• A facilitator

• An evaluator

Student Roles in Constructivism

• Active Learner

• Social Learner• Creative Learner

Teacher- Child Discourse • Be Sensitive to student

Knowledge• Arrange Center Based

Activities• Promote different

Strategies & Solutions

• Use ongoing Assessment/ Dynamic

• Encourage Children to tackle tasks within ZPD

• Enrich Communication

References

• Schunk, D. H. (2008). Learning theories: an educational perspective (5th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

• Simpson, J. (1996). Constructivism and Connection Making in Art Education. Art Education, 49(1), 53-59. Retrieved from EBSCOhost.