edci335 – Blog post #2
Exploring Direct Instruction in Designing Effective learning environments for Art/Music Therapy
In the realm of educational theory and practice different instructional approaches are utilized to create effective learning environments. By understanding the principles of direct instruction and its implication, we can make informed decisions about its applicability in designing engaging and effective learning resources for art music therapy.
Direct instruction is an instructional approach that prioritizes explicit and systematic teaching, It involves the teacher providing clean explanations, modelling, and demonstrating skills or concepts. Followed by guided and independent practice. Key features of direct instruction include structured lessons, teach-lead activities, and a high level of teaching control. The primary goal of direct instruction is to effectively transmit knowledge and skills to learners.
When considering the principles of direct instruction, we must assess its alignment with the topic of art/ music therapy in designing the learning resource. Art and music therapy often have creative expression, emotional exploration, and the development of self-awareness. In this context, direct instruction might not be the most suitable approach. Instead, instructional strategies that promote active engagement, self-discovery, and personal depression align better with the goals of art/ music therapy.
Approaches such as experiential learning and open pedagogies can be more effective in art/ music theory settings. Experiential learning provides opportunities for learners to engage in hands-on activities, allowing them to explore and express themselves through artistic and musical experiences. Open pedagogies encourage learner autonomy, collaboration, and elevation, which are integral to the therapeutic process in art and music.
Incroducing basic artistic techniques where direct induction can still plan a role. For example, the introduction of basic artistic techniques or music theory fundamentals through direct instruction can provide a solid foundation for learning before they embark on their creative and therapeutic journey. In such cases, a blended approach that combines direct instruction for foundational knowledge with experiential learning or open pedagogies for creative exploration can be beneficial.
Within our learning pod, it is essential to engage in meaningful discussions and compare the merits of different instructional approaches, considering the unique requirements for art/music therapy. By sharing resources and ideas with peers from different pods who are exploring direct instruction or other relevant approaches, we can gain diverse perspectives and insights that will enrich our understanding and enhance our individual posts.
Designing effective learning environments for art/ music therapy necessitates thoughtful consideration of instructional approaches. While direct instruction my not be the primary approach due to the emphasis on creativity and self-expression. It can still have a place in providing foundational knowledge. Collaborating with peers and considering alternative approaches such as experiential learning and open pedagogies will contribute to the creation of engaging and effective learning resources tailored to the unique needs of art/ music therapy.