Experiential Learning Activity

Having read the following article on experiential learning:

Atherton J S (2011) Learning and Teaching; Experiential Learning [On-line: UK] retrieved 28 October 2011 from http://www.learningandteaching.info/learning/experience.htm

I am left thinking no big deal, this is typical of how teaching occurs in the art school.

The graphic model of Kolb (1984)'s Experiential Learning Cycle looks like this:

Dividing the graphic into quadrants is a handy device for relating & qualifying the four aspects of the cycle. One of those qualifications relates to learning styles (e.g. Activist, Reflector, Theorist, Pragmatist ). I'll side with the sceptics & give a bollocking to the value of learning styles. The article suggests that small groups of learners are better served by getting to know them & personalizing their learning experience. We in the art school enjoy such small class groups.

The simple version of the experiential learning cycle is "Plan, Do, Review"

In the art school learning begins with 3-7 week chunks of thematic learning favouring a prescriptive mode of tutorial direction. At senior student levels learning moves toward a self-directed mode with one-to-one teacher consultation.

The Plan, Do, Review cycle is enacted at all levels. The generation of the planning stage moves from teachers in first year classes to students in senior years.

I will modify a 7 week chunk of learning at Yr2 level to include an experiential learning activity that can enhance sustainability awareness.

The plan involves a road trip from Dunedin to Colac Bay during which we will gather stone material for jewellery,

 stay overnight on Takutai o te Titi marae (Ron Bull's whanau) 

& include a guided visit to Invercargill Museum's collection of early Maori stone artifacts.

I would like students to:

• focus on aspects of material & cultural sustainability.
• know the "Story of Stuff" related to the materials they use for jewellery, the extraction, production & disposal cycle of what goes into a piece of jewellery.
• know, value & care for the local land & environment.
• be aware of a world view that is holistic, i.e. human activity lies within the constraints of the biosphere rather than valuing nature for its utility to humans.
• be aware of the world view of the takata whenua of this place.
• value a greater sense of community.

This writing is a part of the PLAN

The road trip, gathering of materials, porwhiri & marae stay, museum visit, subsequent studio work with the materials is the CONCRETE EXPERIENCE  or DO.

Class discussion, theory reading, journal reflection is the REFLECTIVE OBSERVATION & ABSTRACT CONCEPTUALIZATION. Within a seven week timeframe there will be opportunity for this cycle to push into the EXPERIMENTING phase & continue revolving, I'll be there kicking it along.