Towards a Theory of Distributed Instruction in Creative Arts Education

Autor/inn/en	Rosenfeld Halverson, Erica; Lowenhaupt, Rebecca; Kalaitzidis, T. J.
Titel	Towards a Theory of Distributed Instruction in Creative Arts Education
Quelle	In: Journal of Technology and Teacher Education, 23 (2015) 3, S.357-385 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Creative Activities; Creative Development; Art Education; Creativity; Case Studies; Informal Education; Young Adults; Teaching Methods; Instructional Effectiveness; Design Requirements; Instructional Design; Art Activities; Youth Agencies; Teaching Models; Learning Processes; Interviews; Observation; Protocol Analysis; Educational Practices; Units of Study; Technology Integration; Mentors; Asynchronous Communication; Social Networks; Youth Programs; Illinois; Minnesota; New York + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Case study; Fallstudie; Case Study; Informelle Bildung; Nichtformale Bildung; Young adult; Junger Erwachsener; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Design preferences; Gestaltungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf; Künstlerische Tätigkeit; Lehrmodell; Learning process; Lernprozess; Interviewing; Interviewtechnik; Beobachtung; Bildungspraxis; Lerneinheit; Social network; Soziales Netzwerk; Jugendsofortprogramm
Abstract	This article examines how arts-based informal learning spaces engage young people at the intersection of creativity and technology. We conducted case studies of four youth media arts organizations to understand how teaching is defined and realized in these contexts. We find that teaching is a distributed act that sits at the intersection of people, tools, and activities. Drawing on theories of distributed cognition (Salomon, 1997), we provide examples of "distributed instruction" and describe how this form of instruction affords the development of creativity for young people who are learning to make art using digital technologies. We conclude by offering design principles for formal classroom settings that emerge from a theory of distributed instruction and discuss how these designed environments can offer opportunities for creativity and production in schools. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01