Abstract
This paper examines college students’ creative, motivational, visual, and teaching experiences and perceptions of having class assignments and presentations at the Denver Art Museum and how these visits will enhance future teachers’ creative practice in the classroom. My teaching strategy exercises critical thinking and exploration through activity-based, inquiry-driven learning; examples of this course’s methods can be selected individually or collaboratively, aiming to learn how being at the museum enhances the creative and expressive arts pedagogical learning experience. The college students’ first assignment during our first visit explores hands–on art activities in the DAM, utilizing preschool art materials and lesson planning strategies for young children; these include creative material brought by myself for college students to select whatever they choose, from marking-making materials and construction paper to puppets for story acting. My students present creative and expressive art unit lessons in PowerPoint format during visit number four at the DAM. Last, students explore an immersive cultural experience, exploring any artifact that represents them and presenting a self-identity poster board inspired by objects or images found at the DAM that they identify with. Investigating how universal, individual, collaborative, and creative art can enhance teachers’ and young children’s imagination and physical and creative experiences.
Presenters
Brandon GilbertAssistant Professor, Education, Metropolitan State University of Denver, Colorado, United States
Details
Presentation Type
Theme
KEYWORDS
UNDERGRADUATES, MUSEUM, CREATIVE
