The

1. ADE605
Theory & Approaches in Art
Education:
Definitions of concepts:
pedagogy, andragogy,
teaching, & learning styles

2. Definitions of Pedagogy
 Pedagogue = a teacher, educator, a strict one
 Old French; Latin: paedagōgus, slave who
supervised children and took them to and
from school, from Greek paidagōgos : paido-,
boy; + agōgos, leader or guide.
 Pedagogy is the art and science of helping
children learn
 Androgogy = the art and science of helping
adults learn
pedagogy

3.  The art or science of teaching
 The study of methods and
application of educational theory to
create learning contexts and
environments
 Pedagogical issues are related to
teaching and learning
pedagogy

4.  5 core principles:
a. Commitment to students and
learning
b. Teachers know their subjects
c. Teachers know how to teach
those subjects
d. Teachers are responsible to managing
and monitoring student learning
e. Teachers think systematicaly about
their practices and learn from
experiences
pedagogy

5.  Quality pedagogy:
a. Democratic classroom
b. Assurance of quality learning opportunities
c. Utilization of strong model of information
processing
d. Assurance of content standards being met
e. Students at the centre of their own
learning
pedagogy

6. Pedagogy
“the art and science of helping
children learn”.
VS
Andragogy
“the art and science of helping
adults learn”
Pedagogy-andragogy

7. Concept of Learner
Pedagogy Andragogy
Dependent. Moves from
Teacher expected dependency to
to determine what increasing self-
is learned, when, directedness.
and if it has been Teachers
encourage and
nurture movement
Pedagogy-andragogy

8. Learner’s Experience
Pedagogy Andragogy
Of little value, People attach more
learners will gain meaning to learning
the most from gained from
teacher’s lecture, experience. Labs
text related problem solving,
mediums. discussions.
(Deductive) (Inductive)
Pedagogy-andragogy

9. Readiness to Learn
Pedagogy Andragogy
With pressure, Experience a need
people are ready to to learn.
learn what society Educator provides
says they ought to, tools, should be
step-by-step style organizrd around
life-application.
Pedagogy-andragogy

10. Orientation to Learning
Pedagogy Andragogy
Process for Need to be able to
acquiring subject apply whatever
matter, content to knowledge and skill
be used later. they gain soon.
Basic subjects. Performance-
centered
Pedagogy-andragogy

11. DIMENSIONS OF MATURITY
1)Dependence c Autonomy
2) Passivity c Activity
3) Subjectivity c Objectivity
4) Ignorance c Enlightenment
5) Small Abilities c Large Abilities
6) Few c
Many
Responsibilities Responsibilities
7) Narrow Interests c Broad Interest
8) Selfishness c Altruism
Pedagogy-andragogy

12. DIMENSIONS OF MATURITY
9) Self-rejection c Self- acceptance
10) Amorphous Integrated self-
c
Self-identity identity
11) Focus on c
Focus on
Particulars Principles
12) Superficial Deep Concerns
c
Concerns
13) Imitation c
Originality
14) Need for c Tolerance of
Certainty ambiguity

13. Definitions of teaching
Creation of environment for the best learning to
take place
Helping students acquire information, ideas,
skills, values, ways of thinking, and means of
expressing themselves (Joyce & Weil, 1996).
Long-term outcome: students’ increased
capabilities to learn more easily and effectively
in the future
Thus, a major role in teaching is to create
powerful learners
teaching

14. Teaching is a combination of both artistry and
science (Henderson, 2001).
-- teaching as in art, we call this ability
creativity
Helping students acquire information, ideas,
skills, values, ways of thinking, and means of
expressing themselves (Joyce & Weil, 1996).
Long-term outcome: students’ increased
capabilities to learn more easily and effectively
in the future
Thus, a major role in teaching is to create
powerful learners
teaching

15. Definitions of learning
Process of progressive change (Fincher, C. & :
 ignorance knowledge
 inability competence
 indifference understanding
 Learning is a social process: occurs through
interpersonal interaction within a cooperative
context (David, Johnson, Johnson, R., & Smith,
1992).
 relatively permanent change in
behavioural potentiality and as a result of
reinforced practice
teaching

16. Woolfolk (2004):
Learning occurs when experience causes
relatively permanent change in an individual’s
knowledge or behaviour.
Fontana (1995)
Learning is a relevantly persistent change in an
individual’s potential behaviour due to
experiece
teaching

17. Quotations on teaching, learning,
education
The task of the excellent teacher is to
stimulate "apparently ordinary" people
to unusual effort. The tough problem is
not in identifying winners: it is in
making winners out of ordinary people.
K. Patricia Cross
teaching

18. Teaching is the highest form of
understandign
Aristotle
Good teaching is one-fourth preparation
and three-fourths theatre.
Gail Godwin
The educator must above all understand how
to wait; to reckon all effects in the light of the
future, not of the present.
Ellen Key, 1911
teaching

19. No man can be a good teacher
unless he has feelings of warm
affection toward his pupils and a
genuine desire to impart to them
what he himself believes to be of
value.
Bertrand Russell
Teaching = helping someone else learn
L. Dee Fink
teaching

20. On learning:
Memorization is what we resort
to when what we are learning
makes no sense.
Anonymous
It is what we think we know
already that often prevents us from
learning.
Claude Bernard
teaching

21. On education:
The main hope of a nation lies in the proper
education of its youth.
Erasmus
All education springs from some image of the
future. If the image of the future held by a
society is grossly inaccurate, its education
system will betray its youth.
Alvin Toffler
Education's purpose is to replace an empty
mind with an open one.
Malcom S. Forbes
teaching

22. Every act of conscious learning requires
the willingness to suffer an injury to
one's self-esteem. That is why young
children, before they are aware of their
own self-importance learn so easily; and
why older persons, especially if vain or
important, canno’t learn at all.
Thomas Szasz, 1973
teaching

23. Learning Styles
Learning styles are important because they
are the educational-relevant expressions of
the uniqueness of the individual (Joyce & Weil,
1996)
Learning styles, also called cognitive styles
are students’ preferred ways of learning or
processing information (Messick, 1994;
Sternbert & Crignorenko, 1997)
Learning styles

24. Four popular learning styles
a. Dunn & Dunn
b. Kolb’s theory
c. McCarthy’s 4MAT analysis
d. Howard Gardner’s Multiple
intelligences
Learning styles

25. Learning by Dunn & Dunn (1987)
 Students differed in terms of their response to
three key dimensions of learning:
a. Environment (e.g. Sound, light, temperature)
b. Physical stimuli (oral versus written)
c. Structure and support (working alone or in
groups)
Learning styles: Dunn & Dunn

26. Learning Style Dimensions
Dimension Learning Style Differences
Environment
Sound Is a quiet or nosy environment best for learning?
Light Do students prefer bright or subdued light?
Temperature Is a warm or cool room preferred?
Seating Are individual desks or clusters of desks best for learning?
Physical Stimuli
Duration How does attention span influence the optimal length of
activity?
Modality Does the student prefer to read or hear new information?
Activity Do students learn best when actively involved, or do they
prefer more passive roles?
Structure / Support
Motivation Do students need external rewards, or are they internally
motivated?
Monitoring Do students need constant support and monitoring, or are
they independent learners?
Individual / Group Do students prefer to work alone or in a group?

27. Implications for teaching :
 Teachers should treat each student as an
inividual human being and not just another
face in a class of 30.
 Help our students understand themselves as
learners.
 Self-awareness can be developed through
self-instruction training.
Learning styles: Dunn & Dunn

28. Kolb’s theory : classification of
learners
a. Activitists
b. Reflectors
c. Theorists
d. Pragmatists
Learning styles: Kolb

29.  Activisists
Like practical work such as labs, field work, observation
exercises and using visual source material for
information, etc.
 Reflectors
Like to learn by watcing others, by taking time to
consider observations of their own experiences, etc
 Theorists
Like lectures, reading papers on topics, considering
analogies, etc.
 Pragmatists
Like simulations, case studies, homework, etc.
Learning styles: Kolb

30. Implications :
 Activists might just start using it and feel
their way into it
 Reflectors might have a go at using it and
then take time to think about what they have
just done
 Theorists might begin by reading the manual
 Pragmatists might start using the
programme, but make frequent references
to the Help files
Learning styles: Kolb

31. The four types of learning can be seen as
cyclical stages through which a learner
can progress (Watch >>> Think >>> Feel
>>> Do), as well as categorizing specific
kinds of learning experience
Learning styles: Kolb

32. The learning cycle is as
follows:
Concrete experience >>> reflective observation >>> abstract
conceptualization >>> active experimentation
Teachers can build activities to
provide pupils with a sequence of
activities which allows for this sort
of progress
Learning styles: 4MAT

33. McCarthy’s 4MAT analysis
 This learning style developed the notion of cycle through
which leearners progress in a classroom topic or block of
work. It made use of the left / right brain science.
 Learners are classified as:
a. Innovative
b. Analytical
c. Common sense
d. Dynamic
Learning styles: 4MAT

35. The most important message teachers
should take from Gardner’s work is
that students are complex,
multifaceted individual who need to be
treated with sensistivity, and taught
through a variety of teaching methods.
Learning styles: MI

36. G a rd n e r’s T h e o ry o f M u ltip l e In te llig e n c e s
D im e n s io n E x a m p le
L in g u is tic / v e rb a l in te llig e n c e :
S e n s itiv it y to th e m e a n in g a n d o rd e r o f w o rd s a n d th e P o e t, jo u rn a lis t
va rie d u s e s o f la n g u a g e
L o g ic a l-m a th e m a tic a l in te llig e n c e :
T h e a b ilit y to h a n d le lo n g c h a in s o f re a s o n in g a n d to S c ie n tis t, m a th e m a tic ia n
R e c o g n ize p a tte rn s a n d o rd e r in th e w o rld
M u s ic a l in te llig e n c e :
S e n s itiv it y to p itc h , m e lo d y, a n d to n e C o m p o s e r, v io lin is t
S p a tia l in te llig e n c e :
T h e a b ilit y to p e rc e iv e th e v is u a l w o rld a c c u ra te ly, a n d S c u lp to r, n a v ig a to r
T o re -c re a te , tra n s fo rm , o r m o d ify a s p e c ts o f th e w o rld
B a s e d o n o n e ’s p e rc e p tio n s
B o d ily -k in e s th e tic in te ll ig e n c e :
A fin e -tu n e d a b ility to u s e th e b o d y a n d to h a n d le o b je c ts D a n c e r, a th le te
In te rp e rs o n a l in te llig e n c e :
T h e a b ilit y to n o tic e a n d m a k e d is tin c tio n s a m o n g o th e rs T h e ra p is t, s a le s p e rs o n
In tra p e rs o n a l in te llig e n c e :
A c c e s s to o n e ’s o w n “fe e lin g life ” s e lf-a w a re in d ivid u a l
N a tu ra lis tic in te llig e n c e :
M a k e d is tin c tio n s a n d re c o g n ize p a tte rn s in th e n a tu ra l B io lo g is t, b o ta n is t
W o rld : a re c u rio u s a b o u t p la n ts a n d a n im a ls ; a re c o n c e rn e d
th e e c o lo g y / e n v iro n m e n t
S o u rc e : A d a p te d fro m G a rdn e r, 1 9 9 9 ; G a rd n e r & H a tc h , 1 9 8 9 a n d w w w . h ig h la n d s c h o o l-
virtu a lib .o rg .u k