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ERIC Number: ED531704
Record Type: Non-Journal
Publication Date: 2012
Pages: 48
Abstractor: As Provided
Reference Count: 40
An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History
Gioffre, Penelope
Online Submission
This paper explores the feasibility and efficacy of incorporating an interactive, discussion-based instructional approach into an undergraduate art history survey course and investigates effects of the new pedagogic strategy on students' demonstrated comprehension and retention of required content. The action research project follows a systematic process of inquiry commonly used by professional educators looking to improve the quality of their own practices. First, background is established and relevancy is demonstrated through a comprehensive literature review. This paves the way for a discussion of methodology, which includes a description of an original instructional technique that combines student-centered dialogue with interactive exercises designed to enhance critical, higher-order thinking and metacognition in a representative sample of first year college students taking a required art history course. An analysis of the impact and implications of the new teaching method is also presented. In closing, the writer contends that incorporating an updated instructional strategy into the traditional slide-lecture format of art history is more effective than the traditional method alone in promoting cognition and increasing achievement, and suggests that similar interactive strategies can be successfully employed to enhance the quality of students' academic experience in circumstances comparable to the one presented. An appendix includes: Art History II Interactive Discussion-Based Lesson Plan. (Contains 4 tables and 1 footnote.)
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A