Media Arts & Visual Arts in the Victorian Curriculum. Learning area structure. Organising ideas. Working with interdependent strands. Using the web site. Curriculum Planning and resources. Curriculum terminology. Level 4 - Content descriptors, elaborations and achievement standards sample. Curriculum terminology.
- Effective Curriculum Vitae
- Media Headsets Effective Curriculum Ideas For Adults
- Media Headsetseffective Curriculum Ideas Activities
- Social Media Curriculum Vision I designed this curriculum to make students proficient in social media communications and responsibilities, which is an area a majority of students are lacking in. I believe this curriculum is a crucial step for FHSD to show itself as a leader for 21st century teaching.
- Jun 25, 2020 Media and Information Literacy Curriculum Guide introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies.
Media, strategies, and methods are the various tools that not only deliver the instruction, but also foster the acquisition of performance.
Media is the plural of medium, which in learning and training environments, is the means of communicating and transferring a learning concept or objective to another individual. Media are the replicable “means”, forms, or vehicles by which instruction is formatted, stored, and delivered to the learner (Schwen, 1977).
There are normally two types of training media within a learning program. The first is the instructional setting or major media. For example, you might have your learners go to classroom training for 2 days or have an elearning program delivered to them. The second is the delivery systems within the major medium. These are the various instructional methods that take place within the instructional setting. In the two day class you might have several types of media, such as lectures, videos, programmed instruction, coaching, etc. Another example is an elearning platform with several types of media within it, such as videos, readings, and simulations incorporated into it.
Note that it is not unusual for a medium to carry another medium as in the above examples. McLuhan (1964) gave the example of a television (one form of media) carrying the spoken word (another form of media) of the thoughts of a person. The second medium, the spoken word, can change to best deliver the message, for example rather than speaking the person can draw, act, or write the message.
Just as people use a variety of tones, pitches, rhythm, timbre, loudness, inflections, gestures, etc. to communicate ideas to others; you should also use a variety of media to aid in the transfer of learning. This is also referred to as Blended Learning. Although no one medium is better than another, a particular medium is normally better in certain situations.
For example, showing an engine with labels naming each of the parts is probably more preferable than a long audible file explaining a car and its various parts.
The strategies and methods that will best promote the intended learning are normally selected first , and then the media that will best deliver the learning platform are selected (Clark 2001). This is because some media work better that others when it comes to delivering certain content and contexts.
However, you must know your constraints. For example, shortly after 9/11 a lot of corporations placed restrictions on travel, which meant their employees could not travel to classrooms. And during bad economic times, corporations may have to curtail their budgets, which means you have to find extremely efficient media to transport the content, such as elearning rather than classroom training. Thus it is wise to know you media constraints, so you can plan the methods accordingly.
Learning methods are the conditions which can be implemented to foster the acquisition of competence (Glaser, 1976). It helps to shape information that compensates for or supplants the cognitive process necessary for achievement or motivation (Clark, 2001).
For example, Keller's Personalized of Instruction (PSI) is normally presented in text, which is the medium. It then uses methods to structure and self-pace the lessons in order to increase the possibility of learning.
A method is normally thought of as a particular procedure for accomplishing or approaching a task. On the other hand, a strategy is more of a comprehensive plan of action designed to achieve a major goal.
Thus learning methods are normally parts of the overall strategy. For example, you use certain learning methods to teach a skill, but your strategy has to include evaluation methods to ensure the learners actually learned the skills and retention methods to ensure that the new skills do not fade away before the learners can put the new skills to productive use.
Learning strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, & Townsend-Sweet, 2006).
Learning strategies basically encompass the entire spectrum of a learning environment, to include processes, such as media, methods, technologies, and styles.
And most importantly, strategies tie in both the learning methods and media to ensure they meet the needs of the organization's goals.
Effective Curriculum Vitae
Listed below are some links to media, methods, and strategies examples:
Clark, R. (2001). Learning from Media: Arguments, Analysis, and Evidence. Greenwich, Connecticut: Information Age Publishing.
Glaser, R. 1976. Components of a psychology instruction: Towards a science of design. Review of Educational Research, 46(1), 1-24.
Ekwensi, F. Moranski, J., & Townsend-Sweet, M., (2006). E-Learning Concepts and Techniques. Bloomsburg University of Pennsylvania's Department of Instructional Technology. 5.1 Instructional Strategies for Online Learning. Retrieved November 8, 2008: http://iit.bloomu.edu/Spring2006_eBook_files/ebook_spring2006.pdf
McLuhan, M. (1964). Understanding Media: The Extensions of Man. Massachusetts: First MIT Press.
Schwen, T. 1977. Professional scholarship in educational settings: Criteria for inquiring. AV Communication Reviews, 25, 35-79.
Use themes and big ideas driven by essential questions to frame your investigation.
Integrating contemporary art and themes into teaching requires a shift from predominantly technique-driven instruction to idea-driven instruction. Many artists do not work in a single medium or technique and instead try to explore an idea, event, situation, or question through multiple media and visual strategies. Consider planning curriculum around a big idea, theme, or question first; then, decide what projects, skills, or materials will support meaningful investigation and expression. The big idea or theme should focus the investigation and create a unifying framework, in which you can include multiple resources, artworks, and artists.
Carrie Mae Weems. Mourning, 2008. Archival pigment print, 61 × 51 inches. © Carrie Mae Weems. Courtesy Jack Shainman Gallery, New York.
Judy Pfaff. Gu, Choki, Pa, 1985. Steel, wood, plastic, organic materials, bamboo, lattice, signs, veneer paneling, Formica, steel grating, and paint, 20 × 40 (diameter) feet. Installation view: Spiral / Wacoal Art Center, Tokyo, Japan. Oct. 12th one day primetime tournament. © Judy Pfaff.
Give students options: introduce multiple artists and media sources.
Avoid mimicking the style or working methods of a single artist. Instead, introduce a range of artists who may have divergent ideas or approaches, and can offer multiple perspectives and working methods related to a chosen theme, idea, or question. Select the artists you bring to your classroom to include a combination of historic and contemporary voices, as well as perspectives from diverse cultures and worldviews.
Marina Abramović. Crystal Cinema I, 1991. Quartz earthholder, wooden stoo.l Installation at Arte Amazonas, Museo del Arte Moderna, Rio de Janeiro Photo: Tomas Adel Courtesy the Marina Abramović Archives © Marina Abramović.
Push beyond a media-driven curriculum.
Increasingly, artists are making works that defy traditional media categories. Rarely referring to themselves as strictly painters or sculptors, artists utilize the most effective media, tools, and contexts for the ideas they want to express. Provide opportunities for students to gain skills in materials that emphasize their thinking about ideas across media. Allow them to gain familiarity with multiple ways of representing and thinking through a specific theme or concept.
Tania Bruguera. Museum of Arte Útil, 2013–2014. Pictured: The Loompanics Room. Installation view: Van Abbemuseum, Eindhoven, The Netherlands. Photo: Peter Cox. Courtesy Studio Bruguera and the Van Abbemuseum, Eindhoven, The Netherlands. © Tania Bruguera.
Think and talk more; make less.
Encourage students to consider how contemporary artists get ideas, and where their inspiration comes from. Ask them to consider the concept-the ideas, choices or decisions the artist made to create the work (such as the selection of materials, installation decisions, color or image choices). Why do they think the artist made those choices? What visual, literary and/or historical references do they see in the work? How does this work of art tell us something about the world we live in?
Similarly, when students are making their own artwork, instead of rushing to start on artworks, ask them to first consider the idea they are trying to express. Have students brainstorm ideas and questions on paper. Encourage them to find artist role models who are exploring similar ideas with diverse methods. Ask students to share their ideas and possible next steps with classmates and those outside the classroom. Help them think through multiple options before selecting a final idea to pursue. Engage them in discussions that challenge and develop their ideas, in anticipation of realizing a work of art.
Pedro Reyes. pUN: People’s United Nations, 2013-present. View of Queens Museum, New York, 2013. Photo: Ramiro Chaves. Courtesy of the artist. © Pedro Reyes.
Media Headsets Effective Curriculum Ideas For Adults
Emphasize process over product.
Media Headsetseffective Curriculum Ideas Activities
Rather than designing a curriculum with a final product or project in mind, consider different ways you can model how to develop and realize an idea. Plan backwards, to address larger learning goals that nurture critical-thinking and research skills, so that students can make meaningful works informed by well-researched and developed ideas.