This document outlines an agenda for discussing how learning through art can help advance human development in the 21st century. It discusses key aspects of 21st century life and education like information overload and the need for lifelong learning. It then covers pedagogical approaches like multiple intelligence theory and brain-based learning that support using art for learning. Case studies are presented that demonstrate how art can be integrated into teaching methods to engage different types of learners. The document argues that learning through art cultivates 21st century skills and allows people to learn in a way that is meaningful and unique to their own intelligence.

1. Learning Art (fully) and Human
Advancement

2. Agenda
• Introduction to the topic
• 21st century life & education
• Virtual life
• Information overload
• 24X7 up & available
• 21st century learner & educator
• Learning through Art- Pedagogical Approach-
5minutes
• Multiple Intelligence Theory
• Brain Based Learning
• Case Studies discussion
• Conclusion

3. Student
21st Century: Educator & learner
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4. 21st cent. Skills
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5. An Insight : 21st cent. Learner
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6. • Can this "Google, Yahoo" part of the learner’s brain begin to differentiate
what resources they consume online are valid or not?
• Can this "Google, Yahoo“ part of the learner’s brain create new meaning
from the authentic sources they read?
• Will this "Google, Yahoo" part of the learner’s brain lead to great
innovations and discoveries that help humans understand their place
in the world and make life easier for all our world's citizens?
• Can the learner transfer their learning beyond their community?
21st cent. Educator’s Response:

7. Pedagogical Approach
Learning through art
ConstructivistApproach
21st cent. Skills
21st cent. Learner

8. Learning through Arts: Pedagogical
Approach
Multiple Intelligence Theory
Brain Based Learning

9. Principles of
Multiple Intelligences (MI)
o All people are born with eight intelligences:
o Individuals should be encouraged to use their preferred
intelligences in learning.
o Instructional activities should appeal to different forms of
intelligence.
o Assessment of learning should measure multiple forms of
intelligence.

10. Mapping MI with 21st cent. Skills
Multiple Intelligences 21st cent. Skills
1. Verbal-Linguistic using language, symbols and text
2. Visual-Spatial using language, symbols and text
3. Logical-Mathematical thinking
4. Kinesthetic participating and contributing,
managing self
5. Musical using language, symbols and text
6. Naturalist relating to others, participating and
contributing, managing self
7. Interpersonal relating to others
8. Intrapersonal participating and contributing,
managing self

11. MI in the Classroom
Delivery of instruction via multiple
mediums
Student-centered classroom
Authentic Assessment
Self-directed learning
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12. Mapping: Multiple Intelligence learning
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Process of learning art.Multiple Intelligence learning

13. Principles of
Brain-Based Learning (BBL)
 Brain is a parallel processor for the whole body learning.
 It processes learning in parts and whole.
 It searches for meaning & patterning.
 Brain focuses on the both central attention & peripheral
perception.
 It controls and manifests emotions critical for embedded
learning.
 It has several types of memory stored as conscious &
unconscious processes.
 Every brain is unique and has its own challenges & threats.

14. BBL in the Classroom
Opportunities for group learning
Regular environmental changes
A multi-sensory environment
Opportunities for self-
expression and making personal
connections to content
Community-based learning
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15. Figure 1
Art forms & Brain networksBrain based learning Analysis
Image credit : http://process.arts.ac.uk/content/developing-practice-based-arts-massive-open-online-learning-communities-ual-learning-teachin
Mapping: Brain Based learning

16. •The Arts with the Brain in Mind
Eric Jensen, The Kennedy Center
•Learning, Arts,and The Brain
The Dana Foundation, New York
•Using Drama as an Effective Method to Teach Elementary Students
Mandie M. Moore, Eastern Michigan University
• Artful Teaching: Using the Visual, Creative and Performing Arts in
Contemporary Management Education
Joan V. Gallos, University of Missouri-Kansas City
Case Stu dies

17. References
• Churchley, J. (2009). Aesthetic experiences at an arts school: A practitioner research
inquiry Unpublished doctoral dissertation, University of Nottingham.
• Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of
insecurity. Maidenhead: Open University Press.
• Read, H. (1958). Education Through Art, Faber and Faber, London
• Robinson, K. (1977). Learning Through Drama: Report of The Schools Council Drama
Teaching Project. London: Heinemann.
• Swan, J. (in progress) Masters’ thesis, Thompson Rivers University.
• Tate, T. (in progress) Masters’ thesis, Thompson Rivers University.
• Stevenson, L.M. and Deasy, R.J. (2005). Third space: When learning matters.
Washington: Arts Education Partnership.
• Thomson, P. and Sefton-Green, J. (2011). Researching Creative Learning. Milton Park:
Routledge.

18. Contact Information
Dr. Anamika Biswas
Contact: anambis@yahoo.com
Thank You