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Module 9 Discussion

1.Educational Theories and Theorists

My art lesson plan aligns with the theory of behaviourism since it focuses on observable

changes in students' behaviors. As an example, learners must recognize radial and concentric

designs. The lesson plan incorporates an active learning environment where students generate

knowledge by engaging in practical activities. Students are actively engaged in the learning

process by allowing them to choose their colour schemes, design patterns, and silhouette poses.

That allows them to construct their understanding of art concepts. Jean Piaget's psychological

constructivism reflects an emphasis on students' mental organizing. They mentally manipulate

new information, such as colour mixing or silhouette cutting, enhancing their thinking.

2. My lesson

In my art lesson plan, I will utilize both formative and summative assessments to measure

my students' learning in both core content and arts objectives. For the core content objectives,

which focus on recognizing radial and concentric designs, I will use formative assessments

throughout the lesson to gauge their understanding. These assessments will consist of

observations gained from watching students during hands-on activities, paired with group

discussions and individual questions. A checklist will enable me to assess students' involvement

during activities, their proficiency in identifying radial and concentric designs, and their

readiness to experiment with varied color schemes and pattern combinations.

As part of the comprehensive evaluation of the central curricular goals, I will ask students

to complete a final art assignment that involves creating their own artwork incorporating radial

and concentric patterns. To assess their work, I will use a rubric that includes criteria such as the
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accuracy of the designs, the effective use of color schemes, and the overall creativity and

craftsmanship displayed in their art pieces.

For the purpose of augmenting students' mental faculties via hue blending and outline

cutting, formative assessments are absolutely vital. As participants embark on practical activities,

I will assess their capacity for critical thinking, innovation, and inventiveness when manipulating

color schemes and stance variations. Once more, I shall employ a list of tasks to track their

development and offer constructive criticism as necessary.

The summative assessment for arts objectives entails a thoughtful journal entry that allows

students to share their perspectives on the color mixing and silhouette cutting procedures. The

journal will be assessed using a guide that considers their depth of reflection, understanding of

color theory, and the extent to which they connected these activities to their overall artistic

growth.

By using a combination of formative and summative assessments along with rubrics,

checklists, and guides, I aim to obtain a comprehensive view of my students' learning progress in

both core content and arts objectives. The evaluations will assist me in providing more effective

instruction by addressing each student's distinct learning requirements. Ahead of time, students

will receive access to detailed criteria and standards, ensuring a more open and answerable

learning environment.

3. Culturally Responsive Teaching

After reading the chapters from "Dance Pedagogy for a Diverse World: The book offered a

comprehensive exploration of culturally responsive teaching principles and their practical

application in dance instruction. A distinct aspect that caught my attention was the accentuation
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of establishing a culturally sensitive teaching space. By embracing and honoring the distinctive

origins and ideals of students, we can incorporate their cultural perspectives into the educational

experience. The importance of recognizing and valuing the cultural identities of their students

cannot be overstated. In accordance with the reading, culturally sensitive teaching involves

adjusting instructional methods to acknowledge and involve students' cultures, experiences, and

viewpoints (McCarthy-Brown, 2017). More than just recognizing diversity is involved; an active

integration of culturally appropriate material and methods into the curriculum is required. The

method promotes an inclusive atmosphere that validates students' identities, resulting in

improved learning experiences and outcomes.

I strive to cultivate a warm and inviting learning space that appreciates and honors

individual differences. Incorporating multiple dance forms, sounds, and historical viewpoints

could be part of the plan. Additionally, the curriculum might encourage students to express their

cultural background via movement and dance. I will now approach my teaching methods by

taking into account this text's suggestions. I strongly believe that cultivating cordial connections

can amplify the learning process. Establishing a personal bond with students can foster a

welcoming atmosphere for diverse students.

Most importantly, the reading has reinforced the importance of culturally responsive

teaching and its potential to enhance students' engagement and learning outcomes. As I design

my teaching strategies, I aim to be more deliberate in the learning process. Embedding culturally

relevant components is essential for cultivating a learning environment that values diversity and

fosters inclusivity. By employing this approach, I try to craft a more immersive and

developmental learning experience for my students. Through recognizing and celebrating each

student's unique identity, I aspire to help them flourish in the dance domain.
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Questions

1. How can a diverse learning environment impact students’ learning outcomes?

2. How does the theory of behaviourism impact the learning environment?

3. What is the significance of incorporating cultural perspectives in the learning space?

References

Lerman, L. (2020). Liz Lerman’s critical response process: The basics. Retrieved September, 12,

2021.

McCarthy-Brown, N. (2017). Dance pedagogy for a diverse world: Culturally relevant teaching

in theory, research and practice. McFarland.

Teaching and Learning Approaches: Behaviorism, Cognitivism, and Social Constructivism

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