IO4. Cultural Awareness
Work Area 2
Workshop 5: Artistic expressions
Name of the key competence:
Cultural awareness and expression
Name of the workshop:
Artistic expressions
Main learning outcomes:
2.4.3 Express yourself artistically
Work area{s):
WA2: (Cultural Diversity) Attitudes and Perceptions
Duration:
4 hours
AC entry level
4
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
Duration: 1 hour and 30 min
Learning Outcomes:
2.4.3 Express yourself artistically
Process
- The facilitator will ask the participants to watch the video “The different types of artistic expression” (link A.)
- Andy Warhol once said, “Everyone is an artist.” The facilitator will ask participants if they agree with this statement. Why or why not? Who gets to decide what is art and what is not art?
- The facilitator will ask participants to make a list of criteria for art.
- When all participants finish with the exercise, one participant will write some of their answers on the board.
- The participants will return to this idea as this lesson progresses. Do their ideas change? Why or why not?
Annexes:
No
Video and other useful links:
Duration: 1 hour
Learning Outcomes:
2.4.3 Express yourself artistically
Process
- The facilitator will ask the participants to look at the work of art “Robert Rauschenberg, Bed, 1955” (Annex 1). He/ She will ask them how the artist may have made the work. What materials did he use? How did he use them? He/ She will ask them to provide evidence for their ideas.
- The facilitator will tell the participants the title of the art work. He/ She will ask them how Rauschenberg has transformed this everyday object. How this is similar or different than their bed at home. Why would an artist put a bed on the wall? The participants will have to consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style.
Annexes:
Annex 1
Video and other useful links:
No
Duration: 1 hour and 30 min
Learning Outcomes:
2.4.3 Express yourself artistically
Process
- The facilitator will ask the participants to practically express themselves artistically while using their imagination combined with what they have learned in the first and second part of the workshop. He/ She will ask participants to select an everyday object that represents the current time period and ask them to transform this object into their own artwork out of non-traditional material(s) found in the classroom.
- Before starting, the participants should make a sketch showing their plan. As artists, they have many choices to make. What is their subject? What material(s) will they use? How big will their work be? What is the title?
Annexes:
No
Video and other useful links:
No