SchoolArts Magazine

MAR 2014

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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@ R + TeD Talks to Teachers you can also find the SOLE toolkit for implementing the process in your own classroom. Classroom Gaming A few months ago, we took a look at Mike Skocko's gamified art cur- riculum at the Mac Lab ( maclab. guhsd.net ). Skocko has transformed his ordinary class into an interactive game in which students earn points by completing projects in the form of "quests." His idea came in large part from Jane McGonigal, whose inspir- ing TED Talk, "Gaming Can Make a Better World" ( bit.ly/IUHepA ) explains how tapping into the collective pas- sion of millions of gamers worldwide can help solve world problems. Her thesis is based on the idea that you can harness the intrinsic motivation of completing game-like challenges in a collaborative educational context. You might notice a lot of overlap in the ideas that are presented here. All are predicated on the idea that the educational system is in need of radical change. Although each offer differing solutions, many of the same ideas underlie their central principles: Teaching outside the box to create a challenging, self-paced learning envi- ronment that bridges the classroom to the world outside through technology. David Gran teaches high school art and film classes at the Shanghai American School in China and is the author of The Carrot Revolution, a blog about twenty- first-century art education. carrotrevolu- tion.blogspot.com. dsgran@yahoo.com Flipping the Artroom The notion of a "flipped classroom" might be an idea that many art teach- ers have embraced already—even before this terminology existed. Explained by Salman Kahn—founder of the free online learning organiza- tion, Kahn Academy ( khanacademy. org )—in his talk "Let's Use Video to Reinvent Education" ( bit.ly/19hMuKh ), a flipped classroom is one in which a teacher creates videos for home view- ing to cover content, and class time is used for actively engaged learning. In the artroom, active engagement is pretty much what we do, but Kahn gives us something else to think about. What if the time we devote to presenting ideas and techniques could be delivered at home on video as well? Self-Organized Learning Across the world from Kahn Acad- emy, Sugata Mitra is trying to "Build a School in the Cloud" in India ( bit. ly/1bIprhs ). In his talk, Mitra describes how his unprecedented success at leaving a computer and a question, unattended and unguided in a rural village in India resulted in remark- able learning advancements in young children. He has developed this prac- tice into what he calls the Self Orga- nized Learning Environment (SOLE) method. In the SOLE model, students work in groups to find their own solu- tions to big and challenging questions. More information is available at ted. com/pages/sole_challenge , where I n last month's column, "Ted Talks to Students," I suggested a series of TED talks that can be used to inspire students to think dif- ferently about their lives as artists and the process of art-making. This month, we'll take a look at a few inspiring TED talks that can change the way we think about our roles as teachers. The videos mentioned below can all be found in a collection at carrotrevolution.wikispaces.com/ ted+talks+to+teachers . Enacting Change in the Artroom The mission of TED (ted.com) is to spread ideas that "change attitudes, lives, and ultimately, the world". It might be no surprise then, that three of the most popular TED talks on edu- cation call for a complete revolution in the current model of education. If you've seen Ken Robinson's TED talk, "How Schools Kill Creativity," ( bit.ly/1bJSet1 ) you're not alone. It's the most popular video on their site and has been viewed more than 20 million times. Obviously, his central idea, that schools educate to only a very narrow definition of ability, is one that resonates. His talk is a clarion call to teach to multiple abilities and celebrate diversity. As art teachers we are in a unique position to be at the forefront of progressive education and do just that. The question is, what does change look like, and how can we begin to enact those changes in the artroom? David Gran 28 March 2014 SchoolArts A_pages_3_14.indd 28 1/23/14 11:49 AM

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