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Araceli Casas, Francesca, Vinh Ngo

What does humor have to do with teaching art?

Humor enhances our emotional well-being and raises our teaching confidence.

Humor promotes...

  • Social connectedness
  • Emotional intelligence
  • Resilience to adversity
  • Self-monitoring
  • Divergent thinking

Examples used in the classroom:

If a student is having difficulty coming up with ideas, the teacher can come over and hold their pencil or paintbrush, rub it between their hands and say "No wonder you can't work, your pencil (paintbrush) is so cold. Here, let me warm it up for you."

If a student is having difficulty and says "I can't" hand them a can with a bunch of eyes glued onto it and tell them they can hold onto the "eye can."

If students seem bored when you discuss art history, have them act out what is going on in the scene. For example, if you are teaching them about famous sculptures, have all of the students stand up and pose, mimicking the sculpture.

If a student is sleeping during class stand next to them and start singing off key.

"Kids will do what you ask if they have a

relationship with you and if they have the

necessary skills to do so.

Successful relationships require two elements:

 Trust

 Respect"

"There is a connection between self-esteem

and motivation and engagement.

Percentages of High Self-Esteem in Kids:

 80% of kids entering 1st grade

 20% of kids entering 5th grade

 5% of kids entering high school"

Motivate Students by:

" Teach empathy

 Make caring fashionable

 Cooperative learning projects

 Teacher/student

 Peer tutoring/helping

 Comprehensive, inclusive, in-school

and before and after school activities

 Find out what they like and ask them

about it

 Feeling tone

 Feedback"

" Attention Span ( average adult - 20 minutes!)

 Give work that is meaningful

 Make learning experimental (service learning)

 Give opportunities to problem solve, plan and set goals

 Involve students in creating

 Classroom rules

 Governance committees

 Curriculum planning

 Give choices in learning"

Sources

Bates, J. K. (2000). Becoming an Art Teacher. Belmont: Wadsworth.

Center for Excellence in Teaching. (2015). Motivating Your Students. Teaching

Nuggets.

Crotty, J. M. (2013, March 13). Motivation Matters: 40% Of High School Students Chronically Disengaged

From School. Retrieved from Forbes: http://www.forbes.com/sites/jamesmarshallcrotty/2013/03/13/motivation-matters-40-of-high-school-students-chronically-disengaged-from-school/

Evans-Palmer, T. (2014). What Does Humor Have to do with Teaching Art?

Texas Art Education Association. San Antonio.

Extension. (2011, March 14). Praise Effort Instead of Product When

Discussing Children's Art. Retrieved February 21, 2015, from Extension: America's Researched-based Learning Network.

Freiberg, H. J., & Driscoll, A. (2005). Universal Teaching Strategies. Boston:

Pearson, Education Inc., 455-489.

Motivating Middle School Students. (2015). Retrieved from Questar III: Putting

Students First: http://www.questar.org/services/rse-tasc-ii/presentations/behavior/Motivation-and-Engagement.pdf

Mulcahey, C. (2009). The Story in the Picture: Inquiry and Artmaking with

Young Children (Early Childhood Education Series). New York, NY: Teachers College Press, 17.

Sands, I. (2014, February 25). 5 Innovative Methods for Maximum Motivation. Retrieved from The Art of Education: Ridiculously Relevant Professional Development for Art Teachers: http://www.theartofed.com/2014/02/25/5-innovative-methods-for-maximum-motivation/

Vanderbilt University. (2015, February 28). Motivating Students. Retrieved from Vanderbilt University Center

for Teaching: http://cft.vanderbilt.edu/guides-sub-pages/motivating-students/

High School

Motivation can be encouraged or discouraged. Studies suggest that High school students are more motivated when one of the following is present:

  • they feel that they know what to do with the task at hand
  • when they see a link between their action and outcome and have control over that
  • when the task has interest or value to them
  • when completing their task gives them social rewards like being or belonging in a group.

Elementary School

Middle School

Praise

Frequency

Variation

Quality

"Praise, Question, Polish" technique

Individual discussion on art

No assumptions

"I really like your elephant!"

Getting the child to talk about their work

"Wow! What is happening here?"

10-15 minute rule

Humor (Dr. Teri Evans-Palmer)

Information acquired from Questar

Other examples:

  • Giving examples of class concepts and how they are used in the " real world "
  • Rewarding actions that students can control like completing homework, something the student can control or within their reach
  • Try to prevent too much anxiety as it would led to students giving up rather than trying harder
  • make the course personal, its something that you are interested in and the students need to see thatt

Art motivation:

  • Group brainstorming for art projects
  • Let students have a choice
  • Having collaborative projects or one class project
  • Music
  • DONT GIVE UP!!

Classroom Atmosphere

  • Rearrange seats
  • Different seating arrangement encourage discussion and attention.
  • Create a community and build relationship.
  • Welcome at the door.
  • Stars with pictures and names.

Motivational

Techniques

Classroom Motivation and Engagement Techniques

Other Motivational Techniques in the Classroom.

Group Activity

  • Create a creative content activity that student can interact with one another and learn at the same time.
  • Divide students into small groups (random or not)
  • by learning styles
  • by interest
  • by skill level
  • Encourage class/group discussion (share out loud)
  • Differentiate instruction
  • Pair students with a well understanding of the concept with students that quite not get it yet so they can share and help one another (study buddy)

  • Classroom Atmosphere (Rearranging the classroom)
  • Humor in the classroom
  • Game activity

Humor in the Classroom

Color Theory

Motivation and Engagement Techniques

Think of a time that you saw a teacher use motivation techniques in the classroom.

KWL Discussion

K & W Sharing Time

  • What are the motivation techniques that you see?
  • Why do you think teacher using them?
  • Do you think the teacher successfully implemented these techniques? How so? why and why not?
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