Lesson Investigation

Lesson 3

Lesson 3 is talking about learning in Libraries, Museums, Educational Centers, and Fine

Arts Events.

I define myself as an “art person” because I was so into art when I was little. I love

drawing, so I took drawing class when I was in kindergarten. I love music, so I learn how to sing

and play Chinese traditional instrument Gu Zheng. I love art because it helps me calm down and

I can use it as a way to relax. When I was stressed, I would love to listen to music or draw things

on paper. Art has so many forms which no one can count the number, this is why I love art, it’s

free and without boundary.

Learning outside of the classroom by visit museum and doing arts are mind opening for

students because they can find their interest and learn better. Fine arts require higher order

thinking skills, and it helps students develop individual and group cooperation (Respress, T., &

Lutfi, G, 2006). The brain develops in a whole, when something triggered the develop, the other

part of brain will develop with it. So, it helps students performing well in reading, speaking, and

writing at the same time.

The arts play a part in education about social justice. Students can read about so many

issues in society in book, they can learn social justice issues in drama, muisc, and any other form

of art. Art has long been part of community-based education programs (Lawrence, R. L, 2008).

They can understand the world by doing arts, they understand difference by doing arts. Arts

could be the game changer in the whole world.

 However, there are so many problems when it comes to actual doing this in school. The

schools don’t have that much time and money for students to learn more about arts. Current

educational systems tend not to approach learning from the systemic perspective, and mostly

situate learning within classroom environments (Vartiainen, H., & Enkenberg, J, 2013).

Therefore, the students in school cannot get the chance to learn arts and develop themselves in

different perspectives.

And then, the students and schools are facing so many challenges when they are trying to

do arts in after school programs. The funding for arts always been cut out because they need

money for other programs like science or they want to fulfilling other facilities. Thus, the

students trying to do arts are in a bad situation and helpless. Even some schools do have after

school program, the qualities of the program are just so concerned (Quinn, T., & Kahne, J,

2001). I have been volunteering in an art museum for kids for a while, these kids are from

schools that cut back the funding of arts, so they only can know more about arts and creations in

this museum. In my observation, they are so talented and creative, they are so smart and active.

But they don’t have the chance to do this kind of activities at school which I feel really sad. They

love to play with water color, markers, and magic nuddles which I just learned about what that is.

They have so many energies inside their little body and the only thing school is doing is trap the

energy inside.

Education in school shouldn’t be like this, this is not the right way for children to learn

and develop. We need to help kids learn knowledges in school and learn things about the world

also.
 Reference

Quinn, T., & Kahne, J. (2001). Wide Awake to the World: The Arts and Urban Schools-Conflicts
and Contributions of an After-School Program. Curriculum Inquiry, 31(1), 11.

Respress, T., & Lutfi, G. (2006). Whole Brain Learning: The Fine Arts with Students at Risk.
Reclaiming Children & Youth, 15(1), 24-31.

Lawrence, R. L. (2008). Powerful feelings: Exploring the affective domain of informal and arts-
based learning. New Directions For Adult & Continuing Education, 2008(120), 65-77.

Vartiainen, H., & Enkenberg, J. (2013). Learning from and with museum objects: design
perspectives, environment, and emerging learning systems. Educational Technology Research
& Development, 61(5), 841-862. doi:10.1007/s11423-013-9311-8