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• W240015887 abstract "The best learning occurs with a variety of learning experiences; it has been said that we retain 10% of what we see, 20% of what we hear, 507. of what we see and hear, and 80% of what we see, hear and do. Learning to make sense of the senses that the arts address (seeing, hearing, feeling) requires the development of special perceptual skills. Three major obstacles to a more lasting student learning experience include: (1) antiquated teaching strategies; (2) student learning habits which are ineffective for long-term retention; and (3) misplaced and incomplete educational goals. In this paper, a humanities teacher at Brigham Young University discusses the ramifications of these three problems and then demonstrates how his university is using newly available communications technology to address them. The author emphasizes the need to use media to improve student involvement, retention, and creativity and to bring teaching/learning about the arts into the 21st century. (Contains 14 references.) (AEF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Learning that Lasts: Using Interactive Multimedia Technology to Teach the Arts Jon D. Green, Humanities (Brigham Young University) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Introduction About fifteen years ago I underwent what you might call a professional crisis as a teacher. Sitting in my office after a spring term teaching a large class of humanities students, I began wondering how much of what I had taught them would stick. The more I thought about it, the more distressed I became. It gradually dawned on me that they would remember very little, because I realized that I had remembered virtually nothing from the classes I had taken at the university many years ago. I began seriously to question the whole teaching endeavor, spending enormous sums of money and expending years of toil in pursuit of impossible dream. What savvy businessman would ever risk investing in a venture with no tangible results, for education implies both the retention of information and the development of usable skills in the world's work. Neither seemed to be the fruits of my own experience or that of my students. Nevertheless, upon more careful reflection, I realized that my four years at the university were not entirely wasted. I learned how to think rationally and to write and research as an academic. I was exposed to the ideas of some supremely gifted thinkers and creators. I developed a broader view of the possibilities open to a human being who wants to learn and serve. And yet, in comparison with what I was served up during those four years, I retained very little. The sense of irrevocable loss was a burden that made me question the value of the educational experience we offer to students in American higher education. What was striking about my own educational scorecard was not what I remembered, but why I remembered it. A religion course called Your Religious Problems required each student to outline and present a personal problem and get written feed-back from the teacher and all the students. I don't remember what the other students' problems were, but I remember mine, because I had to write it down and present it in class. A philosophy class required the students to formulate their own philosophy in terms of ethics, epistemology, logic, aesthetics, and metaphysics. It was a revelation to me that philosophy involved me in a deeply personal way, that I even had a personal philosophy. These remembered moments from my own education are convincing evidence that what I retained over the years were the indelible experiences I was directly involved with, while the information I read or was told in class evaporated into the wind like disappearing ink. It is common knowledge that the best learning occurs with a variety of learning experiences. It has been said that we retain 10% of what we see, 20% of what we hear, 50% of what we see and hear, and 80% of what we see, hear and do. This simple statistic became the heart of my new agenda in rethinking the way I taught the arts. I resolved to make my teaching more mediaintensive and to find ways to make my students' learning more challenging, fun, and, above all, lasting. Given the enormous emotional impact the arts exert on the human psyche, the arts provide an ideal platform for experimenting with experiential learning, because they elicit both intellectual understanding and emotional responses. Learning to make sense of the senses that the arts address (seeing, hearing, feeling) requires the development of special perceptual skills that enlarge the embrace of what we normally define rather narrowly as IQs and GPAs. PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W240015887 title "Learning That Lasts: Using Interactive Multimedia Technology To Teach the Arts." @default.
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