What new insights have you gained from experiencing all 6 Senses presentation in an experiential manner? As I mentioned in design reflection, Pink’s six senses are echoing mutually. When I participated in Lauren’s Meaning presentation, I found these six senses were embedded in her activities. She designed the Meaning class with all six senses, and she has the mind of synthesizing, in which we’ve been talking last summer in Survey class. I think all six senses presentation were echoing mutually. The sense of play was embedded in Empathy presentation, and Play and Empathy were embedded in Story presentation… Each experiential manner inherits the spirits of six senses. In addition, I realized that these six senses are relevant to what we’ve learned from Survey class, including the disciplined mind, the synthesizing mind, the creating mind, the respectful mind and the ethnical mind. Five minds and six senses are vital for me to be a teacher, even to design the curriculum. Actually, when I was designing the final curriculum – Mandarin-integrated Art curriculum, I found that I was trying to connect what I’ve learned from Curriculum class and the past courses. For example, when I was thinking about the activity for kindergarteners experiencing the manner of empathy, I tried to recall what my classmates did in the empathy presentation. Some of my art activities are inspired by experiential manners in six senses presentation. Some of my classroom routines are inspired by Five Minds. I hope I can create a kindergarten classroom with respectful mind, synthesizing mind, and creating mind, meanwhile, give kindergarteners opportunities to experience six senses. As a design thinker, it is important to develop skills of play, empathy, story, symphony and meaning. All these five senses finally work for design thinkers. As I mentioned in the class, my goal is not to teach students to be designers, while I aim to nourish students’ thinking - to be a design thinker. In my teaching philosophy, I always believe student’s thinking process is more important than their results, and student’s thinking process is one of my assessment criteria. Curriculum DesignKINDERGARTEN MANDARIN-INTEGRATED UNIT PLAN![]()
APPENDIX![]()
One-second video reflectionWhat do you notice about your attention to the theme (Sense) you were connecting to your video moments?
First, I noticed I paid attention to the definition of the sense before participating in the sense presentation. I tried to recall what Pink demonstrates and how it could be related to our real life. Second, I realized that my video moments changed a little bit after participating in the sense presentation. Well, some experiential manners happening in the class give me more chances to think about what the sense is, and my horizon is broaden. For example, before participating in the sense of meaning presentation, I tried to capture some moments with meanings. I think my curriculum has meaning, and my artworks have meanings too. However, after I experienced Lauren’s class, I found that spiritual words contain meanings, and sprits are one of meanings as well. I then captured the moment when I appreciated the Thailand music performance at MU Alumni Center. How did you choose your seconds? First, I chose the moments related to Pink’s demonstration of six senses, at least, the seconds should be displayed the senses we’ve been learning in the class. Second, the seconds are related to my personal life expressing the meaning of the sense. What was challenging about this assignment? It was difficult to remember to film the moments every time. Moreover, I had difficulties looking for the moments in which related to what sense “requires”. For example, I usually study and sleep a lot during weekends, and nothing special for me. Therefore, some seconds may not be recorded during weekends. What have you learned so that you could structure this process as a successful experience for your students? Learning experience can be recorded visually and verbally via technology. For young students, the process of learning and creating can be recorded by drawing, painting, words, etc. It can be displayed finally via art. For senior students, the process of filming their stories, life, and emotions are paralleled with their reflection on their life. They have time contemplating on their life with learning, making, and creating. How else might you use this strategy in your art classes? Since I am teaching kindergarteners, I may not request them to record their experience after class. However, I’d love to have them record what they’ve learned through today’s lesson. Kids can take pictures for the process of learning, making, and creating. Certainly, I can help kids record their learning process too. Moreover, I would ask students questions and assess what they’ve learned.
1 Comment
Kathy
4/18/2018 01:07:46 pm
Your thinking here about synthesis of the senses and the video assignment is excellent. I am very impressed that you noticed that your sensing changed after the class presentations and this is a great observation:"First, I noticed I paid attention to the definition of the sense before participating in the sense presentation. I tried to recall what Pink demonstrates and how it could be related to our real life. Second, I realized that my video moments changed a little bit after participating in the sense presentation. Well, some experiential manners happening in the class give me more chances to think about what the sense is, and my horizon is broaden. For example, before participating in the sense of meaning presentation, I tried to capture some moments with meanings. I think my curriculum has meaning, and my artworks have meanings too. However, after I experienced Lauren’s class, I found that spiritual words contain meanings, and sprits are one of meanings as well. I then captured the moment when I appreciated the Thailand music performance at MU Alumni Center."
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