Art Assignment:
Make a protest sign and protest
Make a protest poster to protest against social concerns publicly and remind the public and government what needs to be changed.
INSTRUCTIONS:
1. Creating sign board.
2.Write a sentence describing what you are protesting about.
3.When you protest publicly, have others record and photograph the whole process.
Protesting the climate change poster protest signs quotes millennials having children pregnancy family. According to a study by the Center of Disease control, Global is not producing enough babies to replace the existing population. in fact, the fertility rate has decreased by 3% and the CDC does not have an explanation as to why. However, one of the reasons, population decline is caused by climate change.
Place: Collage of art at University of Edinburgh
How might you consider your experience of this art assignment from a constructivist perspective?
According to social constructivist theory, the social world develops from the interactive relationship between the individual, culture and society. Knowledge develops through the interaction of social relations and the evaluation of the cognitive abilities of individuals.
To apply social constructivist theory to the field of arts learning, in educational institutions, teachers and administrative officials need to reform and change their perspectives. In the teaching role, ‘teaching instructors’ are transformed into ‘teaching supporters’. And, teachers will ask critical questions about the learning outcomes of their students. Whether their results are reasonable or unreasonable, this constructivist teaching system ensures that students grasp the nature and concepts of learning. Thus, social constructivism explores the process of designing for learning in the arts.
In my experience of teaching art, I usually present an artistic task, and I want to adopt a cross-cutting approach to facilitate the personal artistic development of learning. Discover the direction of each learner’s interests in art studios, galleries, outdoors. Artistic tasks are developed according to their characteristics and through these tasks they build their ‘ladder’, the learner-centred approach is positively influenced. So a shared experience, not a personal one.
How might you consider your experience of this art assignment from a connectivist perspective?
(Siemens, 2008) states that with globalisation, people are connected to the Internet of Things and even dependent on e-learning, a form that will impact the education system.The development of Web 2.0 and 5G mobile Internet has made possible the structure, organisation and environment of education. In addition to the guidance that can be provided by online tutors in the region, people can teach and learn expertise through online networks.The learner will be at the centre of the learning experience rather than the teacher and the institution.
One of the challenges I may find when thinking about teaching positively in a connectionist way is the amount of inaccurate information available to students. Trying to teach students how to discern fact from false information can be very difficult. Also, trying to find ways to present information so that they invest enough to dig deeper on their own and then get so excited about what they have learned that they want to share it. For example, you will find not a lot of valuable content on some design material and tutorial sites that may not be where we find connectionist ideas in art education.
How might you consider your experience of this art assignment from a critical pedagogy perspective?
‘The Art Assignment ‘demonstrates alternative approaches to creating art, both now and throughout art history. For me, the force of art employs resistance, expression, support and subversion of pre-existing value systems and ideologies. To prompt students to explore the power of art, teachers can use critical pedagogy (Giroux, 1983), which is applied to students in a historical and political-cultural context. Critical pedagogy develops students’ ability to reflect on their values, their attitudes to art and their beliefs about life. Moreover, the Art Assignment changes the way individuals interact and think about the world around them. Critical Pedagogy is used to critique the mainstream art school model. At the same time, the ‘Art Assignment’ learning design helps students reflect on their art learning from a different perspective of visual and linguistic criticality, awareness and engagement.
Can this art assignment be considered to enable or facilitate paragogy?
I completed an art assignment, ‘Making a protest banner’ on the morning of 14 October. The experience of this art assignment was novel because it was an assignment from a global artist and an open resource for all. In addition, art assignments can facilitate collaborative projects between friends or develop my art practice. Similarly, these art assignments serve as a jumping-off point for social activities, where the artist or participant can interpret and modify the art assignment as they see appropriate.
From a constructivist and connectionist perspective, art tasks are experimenting with and reimagining new tools for art education. For, learners rely on the support of their peers in the learning process (paragogy). At the same time, artists are designing and sharing tasks relevant to their artistic approach. Therefore, artistic tasks are possible to facilitate and understand the practical nature of peer learning.
In addition, I found that artists construct artistic tasks and their perceptions of how they interact with learners. In other words, artist-led art tasks provide opportunities for learners and also draw attention to these.
According to the ‘constructivist’ concept, artists and art tasks act as primers or supporters, engaging students and learning in the learning process. As such, they position the learner as an active creator of meaning rather than a passive recipient of ‘objective’ knowledge. At the same time, Paragogy addresses the challenge of creating a useful and supportive environment for self-directed learning among peers so that arts tasks can enhance individual and organisational learning.
In describing the pedagogical practice of art tasks, these artists tend to oppose themselves to the teacher. Although the teaching profession is respectable, the artists do not describe the art task as ‘teaching’, but only in relation to paragogy, which demonstrates an alternative way of creating art. At the same time, the artistic task model engages participants by asking about the production process and exchanging ideas and experiences. It is therefore a ‘co-constructive’ learning.
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