The constructivist learning theory is based on the ideas that learners actively construct their own knowledge and understanding of the world based on their individual and social experiences. Constructivism asserts that learning occurs as an inherent social process where learners apply newly acquired information to their pre-existing schemas. Learners are actively engaged in their learning experiences and participate in the construction of knowledge as opposed to receiving the information being directly communicated. A constructivist teaching approach equips learners with curiosity to explore the world and find meaning in the objects, visuals, relationships, and events they encounter (Thompson, 2015). Vygotsky’s Zone of Proximal Development (ZPD) refers to the gap between a learner’s ability and their potential for development, which can be extended with guidance, interaction, and collaboration (Walker, 2010). Visual Arts education lends itself to a constructivist learning as it emphasises thinking, analysis, comprehension, and application. Thus, I planned an investigative lesson activity for a year 9 class which examines Salvador Dali’s surrealist artwork The Persistence of Memory (1931). Students were allocated in groups of 3-4 and were assigned one of the four agencies of The Conceptual Framework – Artist, Artwork, World, and Audience. Student conducted their own research to assess, and explain how their assigned agency creates and represents assumptions in art.

            Constructivist theory asserts that learning is a complex and non-linear process of which learner chooses and processes information depending on their schemas, to construct, reconstruct, interpret, and develop on their personal experiences (Tomljenović & Tatalović Vorkapić, 2020). This activity enabled student to construct their own meaning about the artwork, supported by their own research and findings enabling students to draw connections and make meaning of the artwork, consider the artists intention, and context in which the artwork was produced. In a collaborative class discussion, the groups shared and discussed their key finding, which informed their understanding of the functional and intentional relationship between the agencies. This was a successful activity which enabled students to demonstrate their understanding of the conceptual framework, which are integral to identify the functional and intentional relations between the agencies as outlined in the NSW Syllabus (NESA, 2021).

            This task sought to promote higher order thinking and encourage a collaborative, problem-solving and personal inquiry-based approach to learning which permits students to develop and expand their comprehension of art through interactions, inquiry, reflections, exchange and sharing of information. This task scaffolds students learning and promotes the learner’s ability to integrate the agencies of the conceptual framework which can be applied to art critical and art historical studies as well as their artmaking practise.

In conducting an art theory lesson according to the constructivist learning theory, I was able to apply AITSL standard 3.3, 4.1, 4.5, 5.1 and 5.2 (AITSL, 2011). This task allowed me to assess students learning and provide immediate feedback to students while responding to arising questions. Students worked collaboratively to conduct research, develop their understanding through their ability to interpret, analyse and organise information of the research carried out. Engaging investigative lesson activities provide an opportunity for students to investigate, discover and draw conclusions, enabling learners to move beyond metacognition. In my future practice, I could have students write and submit a short answer response on Google Classroom which develops their writing skills, use of visual arts language and vocabulary.

References

AITSL. (2011). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf.

(AITSL, 2011)

Thompson, C. M. (2015). Constructivism in the Art Classroom: Praxis and Policy: Arts Education Policy Review: Vol 116, No 3. Arts Education Policy Review; Routledge Taylor and Francis Group. https://www.tandfonline.com/doi/pdf/10.1080/10632913.2015.1015759?casa_token=i61WV_17jKQAAAAA:UxiJjolfg-dwU1w7I0O4yJ1ly-gqJWlswkt1nowbTGaayWJc1zjNi76CVJ02ADm4Jju4d1yEqVMZVlA

(Thompson, 2015)

Tomljenović, Z., & Tatalović Vorkapić, S. (2020). Constructivism in Visual Arts Classes. Center for Educational Policy Studies Journal, 10(4), 13–32. https://doi.org/10.26529/cepsj.913

(Tomljenović & Tatalović Vorkapić, 2020).

Walker, R. A. (2010). Sociocultural Issues in Motivation. International Encyclopedia of Education, 712–717. https://doi.org/10.1016/b978-0-08-044894-7.00629-1

(Walker, 2010)

Visual Arts 7–10 | NSW Education Standards. (2021). Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts/visual-arts-7-10

(NESA, 2021)