A Case Study of a National Arts Education Partnership
Chapter 5. Extrinsic Learning
· 5 · extrinsic learning Promotion of Intellectual Skills The artists, teachers, and project coordinators provided a number of examples of students operating at a broad range of intellectual levels: remembering, under- standing, applying, analyzing, evaluating, and creating1 (refer to appendix 3, pp. 120–122). The participants noted that the arts instruction promoted curios- ity and offered young people the unique opportunity to exercise their imagina- tion (i.e., visualization) and to think conceptually through the use of an artistic language (i.e., symbolization). Both visualization and symbolization represent a foundation for higher-order thinking skills, such as decision making. A project coordinator (principal) summarized this development succinctly: Project Coordinator They [the students] wrote about their experiences, we discussed it in class, and stu- dents discussed the project among themselves. … The students have experienced, they’ve applied, they’ve analyzed, they’ve thought about life … they’ve done the dance, they’ve made the costumes, they’ve eaten the food, and they’ve evaluated their work. Lina Milhaud 44 a case study of a national arts education partnership Curiosity Teachers noted that students exhibited a high level of interest in learning per se when engaged in arts learning. For example: Teacher We unearthed things within children that they didn’t know about themselves. Chil- dren developed their curiosity … it was awakened. You can’t plan on these things. It comes about as a natural flow from what you are doing … It brings to light things that wouldn’t come to light otherwise. Karla Purcell and Hedda Saint-Saens Visualization Students were encouraged to use their imagination...
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