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Authentic activities are activities described as “tasks identical or similar to those that children will eventually encounter in the outside world”

This one is difficult... What are real world problems involving art? I think the simple idea of, how do i express what I am thinking or feeling by creating? Creating can be such a wonderful source of healing and clarity that I really think it is important for students to be able to represent ideas through creating art. I can use this authentic technique in a very simple way at first , maybe in explaining the different colors that are associated with moods, and have them create a work of art that depicts a specific mood only using color and shapes. (non representational)

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In becoming a teacher of sorts, each student becomes a valuable resource for the others.

This would be a great technique to use when introducing different elements of composition. I can put the students in groups to study one specific element with a example. They will then go into new groups where one person from each of the first groups is in. They can go around the circle talking about the specific element they studied, and give the example. Doing this will also help them remember at least their specific element for future tests and assignments.

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

This technique may be a little more difficult for me to incoorperate, because reading in a art class is very rare. However I can create groups, for observing artwork, and create different roles for each person participating in the group. I can have a historian, who studies and gives a historical background on the work of art. I can have a medium person, who studies what this art work is made from. I can have a composition guru who identifies elements of composition in the piece. And I can have a interpreter who talks about his personal opinion of the work. Having roles will require preparedness from each of the participants, and in doing so will help them retain the information easier.

http://www.readingrockets.org/strategies/reciprocal_teaching

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starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge.

This technique can go hand-in-hand with a Socratic seminar on "What defines art?" I can use a variety of objects and ask the students to put the objects in order from artistic to not artistic. This will require group discussion and questions in order for them to develop their own definition for art.

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is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.

This technique could be very useful in my content. I could split the class into groups and present different problems that are going on at a community or global level. Each group can come up with some sort of propaganda piece. This piece can be displayed in a place that it can influence those involved in these problems.

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Is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.

I think some of the most common ways of incorporating this technique with visual arts, is to paint murals in places like animal shelters, schools, etc. However, I think I want to go bigger with my AP students. I think it would be really powerful if I got clearance, and invited a elderly person into my classroom and had my students do portraits of them. final portraits could be hung in their care facility or sold for money that goes towards that individual. I may do this by myself because it is such a great idea...

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A teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.

Over the course of several weeks, students are to choose a problem or question that they might have concerning real-world-problems, and develop representations or solutions of it by using creative processes. At the end of this unit students will present their work to the class, and defend how their art addresses the issues they chose.

https://www.bie.org/about/what_pbl

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1. Create assignments and projects based on real-world problems. This will provide the students a opportunity to not only become aware of these problems, but voice their personal opinion about them.
2. Constructivism requires a learning of new skills. Skills I may teach are, how to properly hold a pencil, how to mix paint, how to render a object with accurate proportions.
3. Constructivist classrooms are active. I can provide a environment where my students feel comfortable getting out of their seats, moving around and using multiple resources to develop their creative ideas.
4. The students desks should be arranged for dialogue and collaboration as opposed to private study.

https://hoursofidleness.wordpress.com/2013/03/29/applying-constructivism-to-the-art-classroom/

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Overview

What is constructivism?

In constructivism, learning occurs through experiencing the world. This 20th-century theory is built on the work of psychologist Jean Piaget, who believed that children build their own knowledge through play and their experiences. Constructivism also takes cues from psychologist Lev Vygotsky and his understanding that learning is a social activity.
Arts = constructivism
Arts education lends itself very naturally to constructivism, and constructivist learning is described much like arts learning. According to Bruce Marlowe and Marilyn Page, constructivism emphasizes thinking, analyzing, understanding, and applying (2005). Constructivism is not about rote memorization or the regurgitation of information. Philosophically, arts and constructivist learning dovetail nicely.

Curriculum standards are on the forefront of many teachers' minds. All the arts disciplines have curriculum standards in most states. So the question arises: "Can students have a standards-based arts education through constructivism?" The answer is "absolutely." Constructivism is simply a way for students to learn more effectively (Mesibov, Flynn, Vermette, & Smith, 2009).

Like good arts classrooms, constructivist classrooms are learner-centered and, often, collaborative among students. Constructivist learning frequently engages the student by using real-world contexts. Real-world tasks are frequently employed in arts education, including performances and exhibitions. For example, a constructivist dance teacher turns the task of choreography, as well as the ability to explain it with examples, over to students. With a well-planned structure set in place by the teacher, students gain understanding of choreography because they capture the real-world job.

Assessment will take on many forms in a constructivist classroom, as in an arts classroom. Constructivist and arts teachers have a wide variety of tools with which to determine their students' understanding. Portfolios and performances, as well as tests and quizzes, are part of the assessment toolbox both constructivist and arts teachers can access. Self-assessment is another key commonality. Constructivist students will frequently reflect on their learning, giving them further ownership of their knowledge, skills, and understanding. The ability to self-reflect and assess are critical for young artists both in and outside the arts classroom.
Putting constructivism to work

Constructivism learning requires skills, knowledge, and higher-order understanding. Music students must use knowledge and skills such as rhythm, note recognition, melody, and harmonics correctly in order to reach their higher-order goals, such as expressing meaning through composing music. As students pursue composition in a constructivist music classroom, they develop expertise, which is now shared by both students and teacher.

Constructivist classrooms, like arts classrooms, are active and active can mean the volume gets louder and kids are up out of their seats working with others. But active also means that students are testing their questions, discovering their own answers, and developing their own interpretations. Not only does the teacher need to prepare extensively for this to happen but students do as well.

Being a constructivist learner is a skill that students must master. Constructivism helps students learn "how to learn" as well as how to manage themselves. Arts teachers may find scaffolding these skills is necessary for success. In constructivism, students have to learn how to problem-solve, collaborate, and manage themselves-all assets to be fostered in arts education.

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Constructivism: Actively Building Arts Education

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Overview What is constructivism? In constructivism, learning occurs through experiencing the world. This 20th-century theory is built on the work of psychologist Jean Piaget, who believed that children build their own knowledge through play and their experiences. Constructivism also takes cues from psychologist Lev Vygotsky and his understanding that learning is a social activity.