Transforming Research into

Practice

Chris GrodoskiNorthern Illinois University

&Franklin Middle School, Wheaton, IL

Overview

Ill-structured Domains

Flexible knowledge

Context driven

Creativity

Problem solving

Convergent and divergent thinking

Elaboration

Flexibility

Overview

Collaboration

Group thinking

Group structure

Creativity assessment

Instruction

Development

Goldilocks principle

Social-emotional engagement

Anchored learning

Perceptual-motor grounding

Coherence effect

Testing and spacing effect

Cognitive disequilibrium

New Search

Ill-Structured Domains

A need for participatory learning, tutorial guidance, and support for aiding the management of complexity

The learner must engage in constructive processes involving the diverse contexts in which fine arts conventions are embedded…artists must attain an accurate and deeper understanding of content material, reason with it, and be able to apply it in diverse, ill-structured, and sometimes novel contexts

The use of multiple mental and pedagogical representations

The promotion of multiple alternative systems of linkage among knowledge elements

Creativity

• Problem solving

• Convergent and divergent thinking

• Elaboration

• Flexibility

Problem Solving

Problem Solving

Research

Unstructured, ill-structured, semi-structured, highly-structured

Practice

Design Problems

Design Problems

Design Problems

Convergent and Divergent Thinking

Research

Creativity results from a combination of both

Practice

Domain knowledge transformed

Assessment Example

Elaboration

The amount of technical or conceptual depth extension

in a creative work

Flexibility

The amount of variance in a solution to a

creative visual problem

Collaboration

•Group thinking

•Group structure

•Creativity assessment

The Story of Gothica and

Friends

Collaborative Narratives

Instructional Practices

Development

Goldilocks principle

Social-emotional engagement

Anchored learning

Perceptual-motor grounding

Coherence effect

Testing and spacing effect

Cognitive disequilibrium

Combined Development & Interpretation Models

LOWER MIDDLE LEVEL

UPPER SECONDARY

LEVEL

Upper Middle-Level Production

What is the indicator?

Formal elements, style, and composition are manipulated in service to expressiveness, meaning, or a valued critical

stances

Does this work meet this criteria?

“My goal for this piece was to combine and rearrange elements from different images of heroes in

popular culture. I combined Christian elements (a cross, a halo,

angel wings, and the flaming sward said to guard the Garden of

Eden) with the not-so-Christian element of an assassin from the popular video game Assassin’s Creed. I decided to repeat the

arrows heading towards the man on the cross to amplify the heroic

qualities of the image. The multitude of arrows shows that the man is facing a large force all by himself. I did omit the army from the scene, though, to draw focus

to the man on the cross. I decided to draw the cross on a large scale

to emphasize the Christian elements of the image. By combing these elements, I

transformed the images into a morally contradictory work,

completely changing the drawings meaning.”

Goldilocks Principle (ZPD)

Research

Assignments should not be too hard or two easy, but at the right level of difficulty for the student’s level of skill or prior knowledge.

Flow

Practice

Social-Emotional Engagement

Research

Emotion and Cognition

Deep Questions

Discovery and self-regulated earning

Practice

What are your burning questions about art, its value, and your art practice?

Questioning

“The artist could have made it huge but he put in upside down or to the side and that would have gotten attention too, but why did he put it upside down?”

“I think if a statue is upside-down it is dishonoring

someone because, most statues I see are up right

and are remembering/honoring

someone. So this could be a new way of dishonoring

someone without really slandering their name and

such.”

Personal Narratives

Shared Narratives

Critiquing Narratives

Anchored Learning

Learning and teaching activities should be designed around an "anchor" which is based on a contextualized case study or problem situation. Curriculum materials should allow exploration by the learner to allow active manipulation, questioning, and involvement in the situation

Research Practice Develop a list of well

documented, real world problems that professionals in the visual arts face. These problems should not have clear solutions.

Perceptual-motor grounding

Dual coding and multi-media effects

“the presentation contains words and pictures, and the presentation is designed to foster meaningful learning”

In what situations do you use writing with art or connect visuals with words?

What additional perceptual-motor grounding experiences can you weave into your practice?

Research Practice

Coherence Effect

Research

Less is more

Negative suggestion effects

Practice

What are the 2 most important craftsmanship skills you want your students to gain?

What are the 2 most important ideas about art that you want your students to gain?

What are the 2 most important mental habits you want your students to gain?

Testing and Spacing Effects

Research Practice

How will you weave in your teaching priorities with coherence and in an anchored way to your

students’ experience?

Assessment

Highlight specific learning priorities by name

Challenge students to apply and adapt them in different contexts

Provide students multiple modes of responding

Repeat

Cognitive Disequilibrium

Research

An imbalance that happens when our consistent vision of the world’s workings is disrupted

Provides an opportunity for meaningful learning

Practice

What are aspects of your curriculum that are disruptive to the consistencies held by your students?

Thank you!

Chris Grodoskicgrodoski@gmail.com