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Angela Natrasevschi
Art 325
Professor Fahey
Spring 2016
Introduction
Throughout Concepts in Art Education I was challenged to link theory to practice.
My learning was largely focused on understanding how artistic learning occurs in
children, adolescents, adults, and special populations. As well as, understanding concepts,
which have shaped past and present art education pedagogy. I developed these
understandings though readings, in-class discussions, essays and group projects.
Ultimately, these understandings informed and developed my teaching experiences in
service learning. During service learning each week I reflected on my students learning in
blog entries. Similarly, every week I reflected in journal entries that connected my
teaching experiences to the theoretical readings and class discussion.
Theory in Practice
Throughout my service learning there were several overarching themes that
emerged from my teaching experiences that related to the theoretical readings. The theory
that became the most evident in the practice of my teaching experiences was the
originator instinct, emergent curriculum, praxis, expeditionary learning, differentiation,
and student choice.
Originator Instinct
According to Marilyn Zurmeuhlen (1990), the originator instinct is essentially the
feeling of making something which did not exist before. The originator instinct had a
large presence in my teaching experiences. In the collaborative art making many of our
classes were centered around, the originator instinct really came alive. One student
demonstrated this by continually creating interactive pieces. The student tapped into this
originator instinct by creating interactive pieces that every one could experience. The