As an art teacher, I use nonlinguistic representations and generating and testing hypothesis as instructional strategies in my own classroom. The nonlinguistic representations that I use include kinesthetic activities, physical models, graphics and drawings. We generate and test hypothesis by problem-solving, experimental inquiry, analysis, decision-making and invention.
Kinesthetic activities help students learn by connecting body movements with ideas. For example, when I talk about different types of lines with my Kindergarten students, I will have them show me what a vertical/horizontal/diaganol line looks like with their arm. As I call out a different types of lines the students move their bodies and this helps to connect new vocabulary into their memory. As I teach a lesson on the artist, Jackson Pollock, I have students show me with their bodies how he threw the paint down on the canvas. Creating art in this way can be a really physical activity.
We use physical models in the art classroom such as still lifes. This year the 5'th graders drew still lifes of sports equipment that was set out in the middle of their table. Sometimes I have students use themselves as the physical model as we draw portraits of each other. Graphics can be used in the form of a PowerPoint presentation to help the students learn about a particular artist. I recently created a PowerPoint of artist Henri Matisse and am looking forward to using it for instruction before the 1st graders make their Matisse inspired collages.
Problem solving is a critical skill in art. I tell the students often that none of us are perfect. We are human. Actually being human and making mistakes is part of what makes art interesting. Sometimes you begin a project and "happy accidents" occur. Sometimes things turn out differently than what you expect and you need to figure out how to make it work. That is part of what makes art an adventure. All great artists must be great problem solvers.
Experimental inquiry and decision making sometimes go hand in hand in creating art. When I allow the students some freedom in what they create they are free to try new things and experiment. One of the projects we are working on in 6th grade is to create a self portrait on the computer program Kid Pix Deluxe. I gave them some basic guidelines for the project...1) You need to include a self portrait- head, neck, and shoulders- and add details 2) You need to create/add a background and 3) You need to include your name somewhere in the picture. By leaving the project open, the students are free to try out different options and they know that there is not just one "right answer".
Analysis in my art classroom usually takes the form of group discussion. I usually ask the students questions to get them talking about art as we look at fine art prints before we start a related project. Other times, after a project we will hang all of the student artwork and dissect the visual elements. In the older grades, such as my 6th grade, they begin to learn how to critique artwork by using the elements and principles of art.
Invention is what creating art is all about. The students get a chance to invent something original and new everytime we do an art project in class. Invention in art can take many forms such as digital art, painting, drawing, sculpture, collage and printmaking. I also try to incorporate creation in writing when I can. For example, my second graders create a drawing of an imaginary world after studying real-world maps. After they finish their drawing, the students write to describe the new world they created.
Below is a link to my concept map of instructional strategies:
Kinesthetic activities help students learn by connecting body movements with ideas. For example, when I talk about different types of lines with my Kindergarten students, I will have them show me what a vertical/horizontal/diaganol line looks like with their arm. As I call out a different types of lines the students move their bodies and this helps to connect new vocabulary into their memory. As I teach a lesson on the artist, Jackson Pollock, I have students show me with their bodies how he threw the paint down on the canvas. Creating art in this way can be a really physical activity.
We use physical models in the art classroom such as still lifes. This year the 5'th graders drew still lifes of sports equipment that was set out in the middle of their table. Sometimes I have students use themselves as the physical model as we draw portraits of each other. Graphics can be used in the form of a PowerPoint presentation to help the students learn about a particular artist. I recently created a PowerPoint of artist Henri Matisse and am looking forward to using it for instruction before the 1st graders make their Matisse inspired collages.
Problem solving is a critical skill in art. I tell the students often that none of us are perfect. We are human. Actually being human and making mistakes is part of what makes art interesting. Sometimes you begin a project and "happy accidents" occur. Sometimes things turn out differently than what you expect and you need to figure out how to make it work. That is part of what makes art an adventure. All great artists must be great problem solvers.
Experimental inquiry and decision making sometimes go hand in hand in creating art. When I allow the students some freedom in what they create they are free to try new things and experiment. One of the projects we are working on in 6th grade is to create a self portrait on the computer program Kid Pix Deluxe. I gave them some basic guidelines for the project...1) You need to include a self portrait- head, neck, and shoulders- and add details 2) You need to create/add a background and 3) You need to include your name somewhere in the picture. By leaving the project open, the students are free to try out different options and they know that there is not just one "right answer".
Analysis in my art classroom usually takes the form of group discussion. I usually ask the students questions to get them talking about art as we look at fine art prints before we start a related project. Other times, after a project we will hang all of the student artwork and dissect the visual elements. In the older grades, such as my 6th grade, they begin to learn how to critique artwork by using the elements and principles of art.
Invention is what creating art is all about. The students get a chance to invent something original and new everytime we do an art project in class. Invention in art can take many forms such as digital art, painting, drawing, sculpture, collage and printmaking. I also try to incorporate creation in writing when I can. For example, my second graders create a drawing of an imaginary world after studying real-world maps. After they finish their drawing, the students write to describe the new world they created.
Below is a link to my concept map of instructional strategies:
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