Making the visual-arts non-visual
Some subjects, such as the visual arts, make teaching in certain modalities seems almost natural (and, of course, I acknowledge that my own learning-style-based bias is showing in that statement); to teach the history of visual arts in a kinesthetic mode seems, I don't know...forced. Or pehaps I'm not clear on how teaching the subject matter in a kinesthetic mode would work.
The course material mentioned taking the classroom to a new location, throuwing a ball while studying, chewing gum during lecture...in each of these cases it occurs to me that the lecture, reading and lecture (again, respectively, are still the primary teaching method, and that the "kinesthetic" activity is secondary at best, and doesn't actually changer the presentation of the subject matter at all.
Nothing against kinesthetic learning per se, I'm just not clear on how one presents art history, for instance, to students beyond showing them work, talking about said work, and presenting texts on these works. You can't eactly let students go and touch the Mona Lisa.
As a kinesthetic learner, in this instance, I would say it is beyond your control how I would learn this course material. It is in your control to allow me the freedom to adapt to your class. Having been in such a situation I would be inclined to doodle or sketch a "Mona Lisa" likeness the entire time you spoke of her or other works of art from the era. You would not see my eyes, but I would be listening intently while you lectured. If you were to write dates on a white board I would look up long enough to acknowledge them and then I would incorporate those dates into the doodle. By the end of class I would have a page full of doodles but you can be sure that the information you gave during your lecture has been processed and stored with full respect.
Hi Shellie - Welcome to ED 103 and thank you for a really interesting post! Teachers - let them doodle!!! Best wishes for continued sucess in your teaching career. Susan
