- they help the video maker (student-artist 'peer') to document and reflect upon their work so that they can make progress.
- the process of making the video helps the video maker concentrate on the key curriculum outcomes to be shown
- the video provides clear evidence that the student-artist has met curriculum outcomes
- the videos allow students to observe their peers modelling good art practice.
There is a growing body of evidence for the effectiveness of peer modelling in the visual art classroom. No doubt, simply watching a video and listening to the peer modelling artist will be helpful. However, because there is so much to be learnt from these videos, we do not want to just assume that our students will automatically absorb it all through a process of osmosis. In fact, as with any learning of new concepts, it is usually necessary to look at the material from different angles, and use different methods of reflection. It is particularly important to connect the new knowledge with what the student knows already. And, each student has unique needs, as UDL shows; we cannot afford to have one approach to meet the needs of some non-existent 'average' student. My initial research has suggested some possible areas for development :
As well as multiple choice style questions, the forms also allow for more reflective answers too. These are very useful at the end of the quiz.
Whilst the quizzes are a good starting point for reflecting on what constitutes good art practice, more profound thinking can be stimulated through the use of an artist's journal. An online journal has many advantages in this regard.
Once the students have individually watched the videos, and completed the quizzes, it is a good idea to encourage discussion around some of the issues raised in the videos; some students will relate more to one video than another, but all can benefit from hearing each other's personal response. Oftentimes, a student will notice something that has been overlooked by others; or, they will make connections between the video and their own ideas, which can be very enlightening. We have done this in a regular whole class discussion, live; however, it would be interesting to see what could come from an asynchronous discussion using technology such as Google Chat or Google Groups or Parlay Ideas, for example.
The gain maximum benefit from the peer modelling videos, it would be good to develop ways of continuing the dialogue between peers beyond the initial peer modelling video. HERE IS ONE EXPERIMENT AROUND THIS IDEA