roxann sorenson moonfire porcelain dr. pauline stonehouse university of north dakota ascd brain...
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The Brain, Learning, and the Arts
Roxann Sorenson
Moonfire Porcelain
Dr. Pauline Stonehouse
University of North Dakota
ASCD Brain Compatible Learning Network
Introductions:
PAULINE STONEHOUSE ROXANN SORENSON
This Session:
THE ARTS & BRAIN
COMPATIBLE LEARNING
Recent Research on the arts, learning and the brain
STEPPIN’ OUT WITH SHAKESPEARE
A Clay Workshop in five acts
Prologue: The Globe Theatre
Defining Arts:
Jensen, E. (2001). Arts with the brain in mind:
Musical Arts
Visual Arts
Kinesthetic Arts
Art?
Neuroeducation: Recent Research
The Dana Consortium Report on Arts and Cognition - 2008
Does early arts training cause changes in the brain that enhance other important aspects of cognition? (2004)
Johns Hopkins University Summit - 2009
What new research is relevant?How does the process of learning with and through the arts improve academic performance? (2009)
In Search of Brain-Based Education: Bruer (1999)
“We have almost survived the Decade of the Brain.” p. 649
“The brain-based literature represents a genre of writing . . . that provides a popular mix of fact, misinterpretation, and speculation.” p. 657
Learning Style Research Under Fire
“The contrast between the enormous popularity of the learning-styles approach and the lack of credible evidence for its utility is, in our opinion, striking and disturbing.”
Pashler, McDaniel, Rohrer, & Bjork (2010)
Learning Styles: Concepts and Evidence
Neuroeducation NEUROSCIENCE EDUCATION
NEUROEDUCATIONThe Johns Hopkins School of Education
Neuro-Education Initiative (NEI)Interdisciplinary group of researchers
brought together to bridge the gap between brain sciences and education
THE SCIENCE OFLEARNING
PRACTITIONERS OFEDUCATION
PSYCHOLOGYHow children learn andwhat practices promote and sustain the learning
process
Steppin’ Out With Shakespeare ACT ONE: Characters
“Shakespeare, Meet You Tube”
Edutopia
FEBRUARY/MARCH 2010Shakin’ Up Shakespeare
1. Romeo and Juliet
2. Hamlet
3. Macbeth
4. A Midsummer Night’s Dream
5. The Taming of the Shrew
Steppin’ Out With Shakespeare ACT TWO: Footwear
Chopines
Steppin’ Out With Shakespeare ACT THREE: Drawing on the Imagination
Steppin’ Out With Shakespeare ACT THREE: Drawing on the Imagination
Steppin’ Out With Shakespeare ACT FOUR: Getting Your Feet Wet (“Jump”)
. . . art is not, like science, a logic of references but a release from reference and rendition of immediate experience. . . not primarily a thought, or even a feeling, but an impact.
Joseph Campbell (1959)
Steppin’ Out With Shakespeare ACT FIVE: Reflection
“In every adult there lurks a child – an eternal child, something that is always becoming, is never completed, and calls for unceasing care, attention, and education. That is the part of the human personality which wants to develop and become whole.”
Jung in Cameron (1996)
Epilogue:Arts Training and Cognition
…..each individual art form involves separate brain networks. Our theory of how interest and training in the arts to improved general cognition generally, involves five elements.
(Posner, M., Rothbart, M. K., Sheese, B. E., & Kieras, J. K., 2008, p.4)
Rap Up: Musical Arts
Macbeth Rap Memory skills are enhanced by training in music and acting
Specific links are suggested between the practice of music and geometry
Correlations exist between music training and reading
Kinesthetic Arts
Training in acting appears to lead to memory improvement
Learning to dance by effective close observation is closely related to learning by physical practice. Skills of observational learning may transfer to other cognitive skills
Visual Arts
The visual arts enhance cognition, emotional expression, perception, cultural awareness and play a significant part to play in the learning process.
Simple as A-B-C
Reading and Language Skills
Mathematics Skills Thinking Skills Social Skills Motivation to Learn Positive School
Environment
Ruppert (2006): National Assembly of State Arts
Agencies
Critical Evidence: How The Arts Benefit Student Achievement
“One convenient way to sum up how study of the arts benefits student achievement is the recognition that learning in the arts is academic, basicand comprehensive. It is as simple asA-B-C.”
Session Evaluation, Questions, Comments:
If we shadows have offended,
Think but this, and all is mended:
That you have but slumbered here,
While these visions did appear . . .
Gentles, do not reprehend.
If you pardon, we will mend.
William ShakespeareA Midsummer Night’s Dream
Join Us: ASCD Brain-compatible Learning Network
http://braincompatiblelearning.org
If you’d like to receive our newsletter, please complete the form provided on your table.
With the introduction of ASCD’s new social networking platform, ASCD EDge, ASCD leaders have access to new opportunities to connect, share information, and engage with fellow leaders, members, and colleagues within the ASCD community. Go to:
http://edge.ascd.org/_How-the-Brain-Learns/group/110564/127586.html
Insight: The Artist
PABLO PICASSO
For me, creation first starts by contemplation, and I need long idle hours of meditation. . . I let my mind drift at ease, just like a boat in the current. Sooner or later it is caught by something. It gets precise. It takes shape . . . My next painting motif is decided.
Insight: The Philosopher
MAXINE GREENE
“Participatory involvement with the many forms of art does enable us, at the very least, to see more in our experience, to hear more on normally unheard frequencies, to become conscious of what daily routines, habits, and conventions have obscured.”
Maxine Greene (2007). Art and imagination: Overcoming a desperate stasis.
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