Artistic Thinking : Week 11 - Read & React

Read:

Chapter 4: Multitasking Madness by Rosen

            In this chapter, Rosen describes the multitasking habits of today’s generation. Research in laboratory settings have shown that multitasking leads to slower performance and increased errors than focusing on one task at a time (p. 75). However in realistic situations with “slack” time between tasks, multitaskers can perform just as well as others who are unitasking (p. 76). In a school setting, the author points out that kids are use to shallow information that comes at a fast pace and can become bored when trying to absorb information given at “normal” rates. For educators, this means that learning environments may need to be restructured to let students learn at their own pace. The author gives three guidelines for creating a learning environment that maximizes motivation and learning: (1) allow students to multitask while understanding that students are capable of self-regulating this behavior as necessary, (2) minimize the possibility that dualtask interference may arise by avoiding multiple tasks that share basic mental resources, and (3) allow interruptions that are constructive and enhance the learning process.

Studio Thinking by Hetland

Chapter 5: Learning to Develop Craft

            The author describes learning the studio habit of technique/craft. The author observed that technique was never taught as an isolated skill meant to be mastered for its own sake, but were taught in the scope of larger projects that required students to think using the techniques and skills (p. 33). In learning to develop craft, students learn to develop technique through distinguishing between theory and practice, and to understand studio practice through learning to maintain their studio and work environment.

Chapter 9: Learning to Observe

            In this chapter the author gives examples of teaching students to observe and look more closely than ordinary people do to develop the studio habit of mindful observation. Students are taught to not only look closely at the source they are working from, but to also look critically at the work they are creating, the work others have created, and historical/contemporary works. In the examples provided, teachers use viewfinders to help focus students eyes and to crop or minimize the area around their source. Critique is also described as important times for students to observe and reflect upon their work, as it is in-progress and completed.

           

React:

            I was relieved to read the Rosen chapter on Multitasking. In the past, I’ve found information and “studies” into the effectiveness multitasking to always be contradictory and unclear. I think Rosen brings up a good argument by pointing out that whether or not tasks create dualtask interference is a major factor on a person’s ability to multitask. In developing the studio habits of craft and observation, it may be necessary to provide students for opportunities to pause during tasks by encouraging them to observe each other’s work, to reflect on their own work, and to experiment and explore. As long as multiple tasks do not use the same basic mental functions, students can be encouraged to complete multiple tasks each studio session (reflective journaling, working on larger projects, experimenting with materials, and progress critiques) that can be completed in any order and at individual paces.  

References:

Hetland, L. (2007). Studio Thinking. New York: Teachers College Press.

Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. New York: Palgrave Macmillion.