American Public Media has a series called Tomorrow’s College, which includes a three-part report by Emily Hanford titled, “Don’t Lecture Me.” It investigates alternatives to lecture-based classroom models in universities. You can read the report or download the transcript and podcast here: http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/
Here’s an excerpt from the “Rethinking the Way College Students Are Taught” story in this report:
“We want to have a class where everyone can be successful because we need everyone to be successful,” says Brian Lukoff, an education researcher at Harvard who is studying ways to more effectively teach large classes.
“We need to educate a population to compete in this global marketplace,” says Lukoff. We can’t do that by relying on a few motivated people to teach themselves. “We need a much larger swath of [the] population to be able to think critically and problem-solve.”
Reading this report got me thinking about two things, specifically: 1) Studio art education is practice-based already, but I don’t know if it’s normal for art educators to approach art skills and processes as transferable skills for critical thinking and problem solving throughout life; and 2) if people aren’t motivated to teach themselves, or if they haven’t discovered their learning style yet, how can the practice-based approach in an art class help spark their curiosity and motivation?