Tuesday, March 24, 2015

Teaching for Artistic Behavior As Alternative To Test-Driven Curricula

Rhizomatic approaches to curriculum address children's unique biological capacities for learning.
The recognition that creativity is innate and children are born with innate intellectual capacities is a fundamental understanding of human nature and learning by teachers who practice Teaching for Artistic Behavior pedagogy.

TAB pedagogy is readily adaptable for general education purposes. There is no reason why creativity, NOT standardized, data-driven curriculum experiences, cannot be the centerpiece of a child's K-12 educational experience. 

To ignore heterogenous conditions of children in the delivery of curricula is to ignore reality. How are curriculum structures designed to optimize the experience of learners with unique cognitive profiles? What is the psychology of learning to be employed by teachers during the learning experience? How are students motivated to engage in their learning? How do educators view the human mind?

Classroom setting designed to support children's time-sensitive expression of ideas. 
Children engage in nomadic educational experience in learning environments dedicated to creative self-expression and student interests.
Rhizomatic curriculum diagram for regular K-12 classroom groups.
I propose an emergent curricula to replace curricula structures that do not support the unique capacities of the human mind. I propose a curricula in which primary experiences are driven by student(s) with teacher acting as program facilitator, coach, mentor, educational provocateur and designer of the learning environment.  I propose an experience in which learners may negotiate experience with their teachers, whereby ownership, emotional drive, autonomy and democracy are considered vital components of educational experience.

In order to promote motivation, intellectual growth, self reliance and arouse personal interest without diverting attention away from time sensitive ideas, daily learning experiences will be organized around the creative process, individual and collaborative interests, inquiry and experimental activities. In order to support individual creative learning experience we propose utilizing a learning structure that is rhizomatic. Rhizomes support learners who are interested in creativity. When we talk about creativity in this context we are talking about all facets of creativity. Learners enter the rhizome at any point where they are guided by their interests, strengths, curiosities and desires. Learners and the learning community are the curriculum and may form collaborative groups if so desired. Socially constructed forms of learning experience are major features of rhizomatic learning experience and will enhance the process and experience of learning. The revolution in education is here. It's name is Teaching for Artistic Behavior. More to come later!


luluvpc said...

Clyde, what do you determine is the appropriate preparatory environment for kids to succeed in Rhizomatic learning environment? What about those students who have adapted to a "standardized, time-sensitive" environment learning to succeed in working in an experience driven, learner led environment? I ask this in particular now that you are teaching high school.


Clyde Gaw said...

Great question Professor Van Plew Cid. After a period of adjustment, and this period varies from student to student, learners are able to obtain mindfulness of their new learning opportunities and begin to explore pathways. Some pathways are pre-determined, others take more time and exploration. Once a learner goes "nomadic," emotional drive set's in and it's a thing of beauty.