Transforming Research into
Practice
Chris GrodoskiNorthern Illinois University
&Franklin Middle School, Wheaton, IL
Overview
Ill-structured Domains
Flexible knowledge
Context driven
Creativity
Problem solving
Convergent and divergent thinking
Elaboration
Flexibility
Overview
Collaboration
Group thinking
Group structure
Creativity assessment
Instruction
Development
Goldilocks principle
Social-emotional engagement
Anchored learning
Perceptual-motor grounding
Coherence effect
Testing and spacing effect
Cognitive disequilibrium
New Search
Ill-Structured Domains
A need for participatory learning, tutorial guidance, and support for aiding the management of complexity
The learner must engage in constructive processes involving the diverse contexts in which fine arts conventions are embedded…artists must attain an accurate and deeper understanding of content material, reason with it, and be able to apply it in diverse, ill-structured, and sometimes novel contexts
The use of multiple mental and pedagogical representations
The promotion of multiple alternative systems of linkage among knowledge elements
Creativity
• Problem solving
• Convergent and divergent thinking
• Elaboration
• Flexibility
Problem Solving
Problem Solving
Research
Unstructured, ill-structured, semi-structured, highly-structured
Practice
Design Problems
Design Problems
Design Problems
Convergent and Divergent Thinking
Research
Creativity results from a combination of both
Practice
Domain knowledge transformed
Assessment Example
Elaboration
The amount of technical or conceptual depth extension
in a creative work
Flexibility
The amount of variance in a solution to a
creative visual problem
Collaboration
•Group thinking
•Group structure
•Creativity assessment
The Story of Gothica and
Friends
Collaborative Narratives
Instructional Practices
Development
Goldilocks principle
Social-emotional engagement
Anchored learning
Perceptual-motor grounding
Coherence effect
Testing and spacing effect
Cognitive disequilibrium
Combined Development & Interpretation Models
LOWER MIDDLE LEVEL
UPPER SECONDARY
LEVEL
Upper Middle-Level Production
What is the indicator?
Formal elements, style, and composition are manipulated in service to expressiveness, meaning, or a valued critical
stances
Does this work meet this criteria?
“My goal for this piece was to combine and rearrange elements from different images of heroes in
popular culture. I combined Christian elements (a cross, a halo,
angel wings, and the flaming sward said to guard the Garden of
Eden) with the not-so-Christian element of an assassin from the popular video game Assassin’s Creed. I decided to repeat the
arrows heading towards the man on the cross to amplify the heroic
qualities of the image. The multitude of arrows shows that the man is facing a large force all by himself. I did omit the army from the scene, though, to draw focus
to the man on the cross. I decided to draw the cross on a large scale
to emphasize the Christian elements of the image. By combing these elements, I
transformed the images into a morally contradictory work,
completely changing the drawings meaning.”
Goldilocks Principle (ZPD)
Research
Assignments should not be too hard or two easy, but at the right level of difficulty for the student’s level of skill or prior knowledge.
Flow
Practice
Social-Emotional Engagement
Research
Emotion and Cognition
Deep Questions
Discovery and self-regulated earning
Practice
What are your burning questions about art, its value, and your art practice?
Questioning
“The artist could have made it huge but he put in upside down or to the side and that would have gotten attention too, but why did he put it upside down?”
“I think if a statue is upside-down it is dishonoring
someone because, most statues I see are up right
and are remembering/honoring
someone. So this could be a new way of dishonoring
someone without really slandering their name and
such.”
Personal Narratives
Shared Narratives
Critiquing Narratives
Anchored Learning
Learning and teaching activities should be designed around an "anchor" which is based on a contextualized case study or problem situation. Curriculum materials should allow exploration by the learner to allow active manipulation, questioning, and involvement in the situation
Research Practice Develop a list of well
documented, real world problems that professionals in the visual arts face. These problems should not have clear solutions.
Perceptual-motor grounding
Dual coding and multi-media effects
“the presentation contains words and pictures, and the presentation is designed to foster meaningful learning”
In what situations do you use writing with art or connect visuals with words?
What additional perceptual-motor grounding experiences can you weave into your practice?
Research Practice
Coherence Effect
Research
Less is more
Negative suggestion effects
Practice
What are the 2 most important craftsmanship skills you want your students to gain?
What are the 2 most important ideas about art that you want your students to gain?
What are the 2 most important mental habits you want your students to gain?
Testing and Spacing Effects
Research Practice
How will you weave in your teaching priorities with coherence and in an anchored way to your
students’ experience?
Assessment
Highlight specific learning priorities by name
Challenge students to apply and adapt them in different contexts
Provide students multiple modes of responding
Repeat
Cognitive Disequilibrium
Research
An imbalance that happens when our consistent vision of the world’s workings is disrupted
Provides an opportunity for meaningful learning
Practice
What are aspects of your curriculum that are disruptive to the consistencies held by your students?
Thank you!
Chris [email protected]
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