Enquiry-Based Learning Analysis

The article “Book Tackles Old Debate: Role of Art in Schools” by Robin Pogrebin explains the influence of art and the conclusion of two researchers, Ellen Winner and Lois Hetland. “Students who study the arts seriously are taught to see better, to envision, to persist, to be playful and learn from mistakes, to make critical judgements and justify such judgements,” conclude both researchers.

This outcome can be achieved by providing children with opportunities to experience the familiar world through enquiry,

They will analyze and describe this in the verbal and written communication. They will be able to continue the classroom experience in their own lives through discussions of the value of art that they will share with their families, friends and other acquaintances.

As parents, you may remember Geography; History; Business and Economics; and Civics and Citizenship as being about absorbing facts that schools thought important for you to learn. Or you might remember doing projects that seemed like time-fillers in the scheme of what was important at school (What is Inquiry Based Learning, 2004). You will also be aware of how fast the world is changing and the impact of technology on the growth of information that surrounds us. You may have experienced redundancy, elections or a global recession and understand that knowing facts is not very useful for navigating difficult times. Facts alone do not educate students in what is needed to think critically and creatively about a situation, to find opportunities in hardship or to learn and relearn in the new knowledge economy (Warlick, 2013). Inquiry learning is a way of addressing the teaching of skills and dispositions that will be essential for your children to thrive as active and informed citizens of the future (Reynolds, 2014; ACARA, 2016).

During my time as volunteer at Somerset Dade Academy, I was able to work closely with the elementary and middle school teacher. During each visit, I was able to follow Ms. Lee’s daily routine. In the morning, we had 30 minutes to plan and get her cart ready with supplies she needed for the day. Also, we would both create various model artworks to inspire her students to create something more original and imaginative. She wheeled her cart through certain elementary classes depending on her schedule. Depending on the grade level she was assign to that day, we were able to teach her students the fundamental concepts of arts and major art movements, all in 30 minutes. Every three weeks, she would focus on a concept, artist, or art movement. Additionally, she would assign vocabulary words, which her students would copy and also had access to them online on Quizlet. At the end, she would administer a summative test on everything they learned for the past three weeks. On the other hand, Ms. Lee’s middle school classes were different, more one-on-one, and it was a one-hour period. Her students were able to recreate impressionist and expressionist artworks, such as Monet’s Water Lilies, Van Gogh Starry Night and The Bedroom on wall-sized canvases.

Kist passion for art has informed him in his teaching and research. Before teaching, he was involved in art. He was formerly a musician, a filmmaker, an actor, and he even worked in video production. He was also a former classroom teacher. He brought his passion for arts into the classroom to help motivate his students by using videos, allowing the kids to make movies, listening to music, and viewing art. Kist didn’t know his passion for art would contribute toward his work now as a professor and researcher.

A month later, the students were able recall the paintings they saw in great detail, and were able to sympathize, which allowed more interpretations of the art. In the article Science Says Art Will Make Your Kids Better Thinkers (and Nicer People), Jay P. Greene, a professor and researcher on the study had found "a big increase in how observant students were if they went to the art museum.” The improvement in their observation skills was immense from just one visit to the art museum. Compared to children that did not partake in the activity, “they were much better at seeing details in the new painting than those who did not go.” One trip to the museum had made great changes, imagine what a whole art program in the education system could

Curiosity seems to be one of the greatest assists possessed by human kind, there seldom seems to be a child who doesn't ask the question "why?" frequently, but so often school as the innate ability to limit children's curiosity. Public education tends to be overlooked, most people don't see it for what it is, a way of nourishing and expanding the developing minds of youth, and a way of passing down culture and traditions. The education children receive is a toolkit to help them solve problems later in life, but the majority of the time students do not obtain the well-rounded education they need to prosper. Due to a multitude of different reasons, mostly attributed to budget, art programs are being cut out of curriculum. The reduction of budget

It is through completing the Art Making and Responding activities that I have demonstrated my learning of contemporary arts education through developing an appreciation for authentic practices through observing and reflecting on the processes. These activities have changed my perception of arts education as a meaning-making experience; demonstrating my abilities through the form of performance and written analyses. With this, I have learned that it is important to critically reflect on my responses to the Art Making and Responding activities to further my development as an educator. It is because of these activities that I have been able to position myself as an authentic learner of the arts and recognise the skills which will influence positive

The teacher is to be an active participant in this learning experience by assisting the children to reflect upon their work through constructive conversations. These can include prompting children’s recall through open-ended questions and providing constructive feedback (Dinham, 2014). This teaching pedagogy stimulates imaginative visualisations whilst extending upon their knowledge

As a part of the History curriculum, the focus on the child in the context of the family, past and present is evident, the focus on subjects such as ‘all about me’ and ‘my family’ directly correlate to children’s development of themselves, which in turn leads to developing their understanding of their place in the world. Inquiry-based projects and Inquiry teaching methods are beneficial to the modern classroom, they ensure children are gaining extensive social and emotional and critical thinking skills which will assist them with finding a sense of self and becoming a contributing citizen to their community (Australian Curriculum and Reporting Authority, n.d) [ACARA]. The Inquiry-based model fosters children’s development and correlates to the Early Years Learning Framework’s Learning outcomes, focusing on the child as the active learner, however there is criticism surrounding the issue that this learning method is a lengthy process (Educational Broadcasting Corporation, 2004) [EBC]. The factors that can influence the quality of Inquiry-approach in the context of the History curriculum are interrogated with the focus being primarily on the children’s benefit.

Everybody needs knowledge for everything they do in their life. They also need empathy. There are two texts that deal with teaching lessons about art. In one text called, Letters to a Young Artist, the author gives young artists advice. In a short story called, “Zebra” art helps heal the main character. Artists especially need empathy and knowledge to create good art.

When children’s artwork is displayed in various places throughout the classroom it can also make other students interested in their peer’s artwork. With the world of technology documenting children’s artwork and various activities has never been easier. By being able to document children’s artwork it can give the parents or caregivers a sense of feeling connected to what their child does in the classroom. This can be good for parents who occasionally work out of town or that are in the military. Throughout the article, it listed different studies that have been done that prove the reasoning behind ways that each category is

There are several schools of thought on how art should be taught, if taught at all. Some artist believe that art cannot be taught and must come within while other artist believe that there is only one correct way to execute a project and that must be taught. Here we can look at two different approaches to this idea.

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in