Be An Advocate for “Creating”

Mary Lou Hightower, Ed. DAssociate Professor, USC Upstate

NAEA Baltimore 2010

Daniel H. Pink’s book A Whole New Mind: Why Right Brainers Will Rule the Future

He stated, “Future will belong to a very different kind of person.”

Creators and empathizersPattern recognizersMeaning makers

Pink also states that :

The right brain capabilities thought of as frivolous will become increasingly in demand in the near future.

Pink emphasized

That L Directed Thinking used to be the driver and now R Directed Thinking that is grabbing the wheel and stepping on the gas.

Try the Betty Edwards Exercise!

Gardner’s Theory of Multiple Intelligences

A human intellectual competence must entail a set of skills of problem solving-enabling the individual to resolve genuine problems or difficulties that he or she encounters and when appropriate, to create an effective product—and must also entail the potential for finding or creating problems.

From Frames of Mind by Gardner

Theoretical Basis for MI Theory

Isolation as a Brain Function Prodigies, Idiot Savants and Exceptional

Individuals A Set of Core Operations A Developmental History with an Expert

"End State" Performance An Evolutionary History Supported Psychological Tasks Supported Psychometric Tasks Encoded into a Symbol System

Key Points of the Multiple Intelligences

Each person possesses all eight intelligences

Most people can develop each intelligence to an adequate level of competency

Intelligences usually work together in complex ways

There are many ways to be intelligent within each category.

From Multiple Intelligences in the Classroom by T. Armstrong

Eight Intelligences

Expanded to Nine Intelligences

Let’s Dance

Bloom’s Taxonomy of Educational Objectives 1956

Benjamin Bloom’s taxonomy is a gauge of cognitive complexity.

Armstrong states, “Bloom’s taxonomy provided a kind of quality-control mechanism through which you can judge how deeply student’s minds have been stirred by the multiple-intelligence curriculum.

Lorin Anderson in his editorial in Theory into Practice- Autumn 2002

Lorin Anderson,David Krathwohl and others began the task of revision of the original taxonomy.

The revision has retained many important aspects but it has increased the usefulness and usability of the original.

The original taxonomy provided a common language for learning goals, and ordered from simple to complex

Krathwohl stated

In the new revised taxonomy, objectives that describe intended learning outcomes as the result of instruction are framed in terms of (a) some subject matter content and (b) a description of what is to be done with or to that content.

Moving from the noun to verb aspects A change from the three subcategories of

the Knowledge Dimension to the addition of meta-cognitive knowledge.

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Structure of the Cognitive Process

Remember Recognizing RecallingUnderstand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining

Apply Executing Implementing

Analyze Differentiating Organizing Attributing

Evaluate Checking Critiquing

Create Generating Planning Producing

Blending the MI and the revised taxonomy

Can assist teacher candidates to classify the instructional and learning activities used to achieve the objectives.

Work toward including as many different intelligences as possible during the art instruction.

Assess student achievement for successful art learning.

Word Smart

Math/Logic Smart

Picture Smart

Body Smart

Music Smart

Group Smart

Self Smart NatureSmart

Remembering Recognising Listing Describing Identifying Retrieving Naming Locating Finding

Understanding Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Explaining

Applying Implementing Carrying out Using Executing

Blooming Smarts Master Planning Matrix

AnalysingComparingOrganisingDeconstructingAttributingOutliningStructuringIntegrating

EvaluatingCheckingHypothesisingCritiquingExperimentingJudgingTestingDetectingMonitoring

CreatingDesigningConstructingPlanningProducingInventingDevisingMaking

Created by Denise Tarlinton

He who learns but does not think ---is lost.

(Chinese Proverb)

Be An Advocate for “Creating”

Give a copy of Daniel Pink’s Book to Your principal or administrator Give an in-service program on

Gardner’s MI theory and the New Bloom’s

The Future is in the hands of Art Educators

References

Anderson,L. and Krathwohl, D., A Taxonomy for Learning, Teaching and Assessing.

Marzano, R. and Kendall,J., The new Taxonomy of Educational Objectives

www.sc.edu/studentengagement/pdf/LearningOutcomes.pdf

Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html