Using Instructional and Motivational Techniques in the Art Classroom To Increase Memory Retention.Report as inadecuate

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This report describes a program for improving memory retention through instructional and motivational techniques in elementary art. Targeted population consisted of third grade students at three sites in a middle class suburb of a large midwestern city. The problems of memory retention were documented through teacher pre-surveys and art memory pre-tests. Analysis of the literature showed two categories of probable causes that contribute to the lack of student memory retention: instructional causes and physical causes of students' environment. Instructional causes include a lack of diverse teaching styles and inadequate teaching methods which lead to insufficient student knowledge, motivation, and attention. Physical causes of students' environment include stress in family life and diet. The teacher researchers focused on the instructional techniques. A review of solutions suggested by theorists and educators resulted in using the following instructional techniques: increasing attention, providing motivation, adapting instruction, and making information more meaningful by using mnemonics, music, and rewards. Data from the intervention was to be gathered by weekly reviews, rubrics, a semester review, and teacher post-surveys. These assessment tools were to help determine if the interventions of using instructional and motivational techniques increased memory retention in the art classroom. Post-intervention data gathered showed a significant increase in improving student memory retention in the elementary art class. Appended are surveys, posttests, semester reviews, rubrics, and other instructional materials. (Contains 26 references, 17 figures, and 1 table.) (Author/BT)

Descriptors: Action Research, Art Activities, Art Education, Classroom Techniques, Grade 3, Intervention, Learning Activities, Motivation Techniques, Primary Education, Program Development, Retention (Psychology), Teacher Surveys

Author: Calverley, Ann; Grafer, Bonnie; Hauser, Michelle


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