Self-directed learning, defined as “becoming aware of and managing one’s own process of learning” (‘Self-Directed Learning’), is a core transferable skill we foster in students. This near-synonym for metacognition is a skill that is best taught through modelling. The ministry of education states that teachers’ “professional practice and self-directed learning are informed by experience, research, collaboration and knowledge” (‘Standards of Practice’). Metacognition, therefore, is a through-line in education from teacher to student. While I’m well-versed in media arts, teaching the subject was brand new territory. This course has provided the opportunity to learn and reflect, communicate and collaborate with peers about teaching media arts. The key takeaways explored in this reflection are deepening my understanding of teaching, modelling and assessing critical analysis of media, cultivating an inclusive classroom, and guiding students to navigate new technologies while being ethical and environmental stewards.
Maybe the most important among these has been the deepening of my understanding of the critical analysis process and developing effective strategies for its assessment in the media arts classroom. I have personally developed my analytical skills over years of consuming media and art. Because I did so with the purpose of creation, I have achieved my own deep understanding out of passion. It is difficult for me to understand how to nurture that in others, especially because I feel that it is a skill that is honed with much experience. However, having the opportunity to engage with the curriculum document and sift through Ontario based resources, I’m understanding the breakdown of the critical analysis process to the extent that I’m beginning to develop ideas of how to successfully assess my students' development. As per the curriculum documents, students are asked to “demonstrate an understanding of the critical analysis process… by examining, interpreting, assessing, and reflecting on media art works.” (Ontario Ministry of Education, The Ontario Curriculum). Through incorporating guidance from other Ontario based and funded organizations like the OAEA, I have gained an understanding of how my students might demonstrate their comprehension, what communication formats that might take, and targeted questioning to help them find and establish their own unique voice. Though it is internal and only personally measurable, I feel this is my greatest accomplishment thus far.
Helping students to find their voice requires a learning environment that is accessible to all, as diverse as its students and inspirational. Cultivating a space that exudes joy and creativity upon arrival is the professional practice that I want to invest in. There are some important decisions you can make when designing your classroom, but consider that studies show that the physical conditions of the room are the most important. A study by Barret et al divides up the factors of room design as follows: 23% colour and complexity, 28% ownership and flexibility, 49% light, temperature and air quality. It should not be a cavernous black hole for the trouble, brooding artist. It needs to be a streamlined, flexible and adaptable experience. I have Andrea Wlodarczyk’s article about designing an artroom bookmarked. Besides the functionality of the room, the educational content and the student-made décor needs to be reflective of the students and carefully curated. I know my room will mature like a fine wine as I collect (upon request) a myriad of diverse student projects to display proudly on the walls, reflecting their diverse life experiences. This extends to the underrepresented, culturally rich art creations of FNMI. A stellar example of which is multi-disciplinarian Caroline Monnet, from whom I’ve curated resources to design a case study on culture, artistic collaboration, and becoming environmental stewards (which is a conundrum in a technology driven industry.)
Consequently, a thorough examination of technology is essential throughout this course since ‘media arts’ and ‘technology’ are not independent of, but ingrained in each other. This examination includes not just masterful usage, but addictive behaviours, manipulation and environmental impact. At the root of student learning is teacher modelling, and so lies a big part of my professional growth. I have been able to look at my behaviours and what types of habits I depict as acceptable (my ever-present phone, reliance on technology to solve problems, my double-monitor equipped throne with wired surround sound and roof mounted projector that I rarely depart from). The Common Sense document ‘Technology Addiction’ presents some staggering statistics that need attention, for example, “outside of school and homework, tweens spend almost six hours per day (5:55 hours) and teens spend almost nine hours per day (8:56 hours) using media, including watching TV, playing video games, using social media, using the Internet, reading, and listening to music” (Common Sense Media). Studies that have shown an increase in narcissism and decrease in empathy present concerning issues that must be confronted head on in the classroom, most effectively through modelling my own behaviour.
This ongoing continuous reflection of the curriculum, current and emerging technologies, historical and contemporary art and my own pedagogy is not just an academic exercise, but it is integral to my personal and professional growth. I’m better equipped now to model and teach self-directed learning, inspired creating and critical analysis, however, I’ll forever be better equipped through this type of metacognitive reflection.
References
Barrett, Peter, et al. "The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis." Building and Environment, vol. 89, Feb. 2015, pp. 118-133. ScienceDirect, https://www.sciencedirect.com/science/article/pii/S0360132315000700?via%3Dihub
Common Sense Media. Technology Addiction: Concern, Controversy, and Finding Balance. Common Sense Media, 2016, www.commonsensemedia.org/sites/default/files/research/report/csm_2016_technology_addiction_research_brief_0.pdf.
Ontario Art Education Association. "The Critical Analysis Process: An Approach to Critical Thinking." Ontario Art Education Association, n.d. Google Drive, drive.google.com/file/d/1qpn_23wILkdG2NCcCoozWkOcbHcwLskY/view.
Ontario Ministry of Education. The Ontario Curriculum, Grades 11 and 12: The Arts, 2010. Queen’s Printer for Ontario, 2010, www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf.
Ontario Ministry of Education. "Self-Directed Learning." Curriculum and Resources, www.dcp.edu.gov.on.ca/en/program-planning/transferable-skills/self-directed-learning.
Ontario College of Teachers. "Standards of Practice." Ontario College of Teachers, www.oct.ca/public/professional-standards/standards-of-practice.