Dunst_u05a1

 Over the past 2 weeks, I've investigated the difference between facts and concepts. Traditionally, students often needed to memorize content and regurgitate factual information. In this age of digital technology, personal devices, and A.I., it is more important for students to understand larger concepts. For example, rather than memorizing the dates and artists responsible for the Cubism movement, students should investigate the larger concepts of why artists painted in that style at the time and what makes a work of art "Cubist." Another component to inquiry-based learning involves the types of questions being asked. When comparing investigable and non-investigable questions, I reflected on the number of investigable questions already in place in my classroom. While students do have to learn and remember a few facts about art history, materials and techniques, much of our curriculum involves students answering a "question" through research, brainstorming, sketching, and creating a finished art project. There is no single "correct" answer for these questions and students have to integrate new knowledge and skills with their own experiences to interpret and create something unique.

I have also looked at the technology of Web 2.0 resources. These technology resources boost student engagement through interactive games and videos, in contrast to traditional teacher-directed instruction. Students can also use these resources to create podcasts, explore resources in new ways, and play interactive games. In general, I struggle to incorporate technology into my curriculum because I only see students for 45 days of 45 minute class periods per year. Our primary objective to to engage students in art making while also modeling and practicing peer feedback, art criticism and art history. With so little time to fit it all in, the technology ultimately functions as enrichment or occasionally sub plans. Throughout this course, I have reflected more and more on how much my students are engaged in content and learning valuable life lessons as well as art making techniques. I would argue that my students benefit from not using technology in my class because they are able to practice social skills, communication, creativity, and fine motor skills, which is seriously lacking in most of their other classes. I will continue to investigate technology resources, but will likely not use them actively in my current classes.