Overview
Initially, this article
presents the experimental research about students constructing the forts and
applying maze drawing on the classrooms. This research story about the
formation of a child center classroom led to the inspired and innovative
development of the 4th grade students in Manlius Pebble Hill School
in Syracuse, New York. This research was done by David Rufo, the school
teacher, also ( a visual artist), investigated
that there is a relation between art based learning and art based educational
research that leads to the causal links between the arts and academic
achievement of his students.
The researcher also focused on
strategies designed to the students to attend more closely to teacher directed
lessons. He found out that much of his teaching was unidirectional as he
attempted to get the students to engage, instead of only talking to his
student. This method allowing student to think, drive lesson and also
understanding the instructional strategies.
The researcher
decided to create different learning process as over the years the
classroom has developed into a site where students are afforded agency by self
governance. They are co-creators of the curriculum and make choices in how they
go about their learning and investigations. The researcher has found that young
children are drawn to an art based approach of inquiry, one that is grounded in
arts practices. Art based research is also classified as the artistic process
in their inquiries. On this article, the researcher investigates the comparison
between the indoor learning process and outdoor learning process.
The researcher had applied the
experimental and causal comparative research towards his student in
constructing the forts and maze drawing on the classroom wall, unaided,
undirected and uninhibited.
Upon this research, the researcher has actually established experimental
and causal comparative research to gain different treatment and then studies
their effects results from this research to lead the most clear cut
interpretations. The experimentation was done by the researcher on witnessing
his student construct forts during classes, recess time and after school. The forts
were made by 4th grade students starting June 2009 until December
2009, using the thatch and trees branches.
The students show their skill and creativity in weaving the twigs into a
network of branches that made up roof structure of the fort. They even had
carved a series if miniature steps-like terraces out of the steep hillside so
that the entrance was less precipitous.
The other
experimentation is the maze drawing on the wall. This drawing was drawn by
students of mathematical purposes. According to the article, the students at
first were doodling with the margins using permanent markers. They drew a
complex of network of tight parallel swirls, loops and geometric shapes. The
researcher only allows students to draw in the margins as long as there was
evidence that they understood the material. The researcher began to notice how
a few square inches of looping, spiraling, twisting parallel lines were slowly
transformed into pulsating labyrinths that eventually covered whole pages. The
researcher found out the result of total maze drawing was a hypnotic and almost
hallucinatory. He also figured that the drawings weren’t mazes per se
(containing starting points with single, hidden pathways leading to exits) as
much as they were intricately woven fractals.
By comparing with the two activities done by two groups of 4th
grade students, the researcher could find the cause, effect and consequences of
differential between group or student in this research.
This research is successful by the testimonial shown from the
students. The cause and effects of the researches contains positive elements of
learning. In this research, students are showing their spontaneous creativity
on the activity ordered by the researcher as their teacher. This research has
also challenged the researcher’s credibility when he has been tested by his
student to make a drawing on the walls. His consents and out of the box
integrity has leads to the development of positive outcome of his students.
It is also stated in the article, the researcher shared the
great develop outcome that derives within the students. The unity of the
psychological and emotionally attached from the students has given a huge
impact in building the teacher and student together constructed knowledge and
curriculum. This point has allowed the environment that resisted the
traditional hierarchical classroom structures of control where the
extraordinary disruption of familiar order empowers students. It is also
dedicated to deep –inquiry based learning.
Implication
This research had proven many of final thoughts. The
investigation on fostering student –initiated creativity inside and outside the
elementary classroom has given some contribution to the art curriculum. This
article gives awareness to many school teachers to allow them applying this
method of teaching their students. There are several positive outcomes that
have been highlighted from this research.
This research has proved that teacher should embrace the
creativity of students. Students got a lot of their hidden potential of
(Efland, 1990) unexpected ideas (Beghetto, 2009, p.2). Students should be
encouraged to explain the rationale behind their ideas as away to enrich and
enliven the classroom learning experience. Students are also known for their
ideas that happen unexpectedly (Beghetto, 2009). Apart of that, teacher should
be able detecting the systematic underestimation of their students’ competence
and integrity (Thompson, 2006, p.38). They are also should often disregard
students’ problem, squelch, ignore or diminish the significance of their daily
experience. The idea of setting a classroom as a site, manipulated the objects
into active and critical subjects (Shor, 1987, p.97).
The researcher also witnessed his students become confident
and critical learners. The students were also benefitted much when they were
allowed to develop the aesthetic of the classroom environment, the freedom to
explore beyond the customary parameters and boundaries of the playground. The
students also become proactive citizen, growing in knowledge, discernment and
creative acumen.
The researcher also stated that this research has re-
evaluate his philosophies as an art educator, placing their marks on the walls,
give the students a sense of ownership, a deeper relationship with the
classroom space, and a way to set an agenda for their own graphic development..
It is also giving the opportunity to the researcher to observe how children
approach self-initiated and adapted creativity far outside the boundaries of
the typical classroom. Adults have a narrow cultural definition of art where as
creativity for children is not a singular act but ongoing presence taking on a
variety of purposes and modalities. Sometimes children do not draw the way we
expect them to draw.
It is believe that educators must be willing to embrace
artistic and creative serendipity of students.
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