Integrated Arts-based Teaching (IAT) Model for Brain-based Learning

Reynaldo B. Inocian

Abstract


This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommendedfor use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identifythe most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design anIAT Modelling for brain-based learning. This study employed a content analysis among the eight selected books in thestudy. Coding of the identified teaching strategies from 1 to 7 was matched into any of the four designated learningquadrants as illustrated in the flow chart (see chart instrument in the appendix). With grounded theory as framework, acritical analysis of the coded arts-based teaching strategies is interpolated to Hermann’s Brain Quadrants. C1VAL isthe first code for Visual Art for Learning; C2LAL is the second code for Art for Learning; C3TAL is the third code forTheater Art for Learning; C4MAL is the fourth code for Musical Art for Learning; C5LAL is the fifth code forLocomotor Art for Learning; C6CAL is the sixth code for Communication Art for Learning; and C7NAL is the seventhcode for Naturalistic Art for Learning. To guarantee inter-coder consistency, internal and external validators arerequested to ensure objectivity of results. After the analysis of these books, a documentation of an integrated arts-basedteaching for brain-based learning was juxtaposed for modelling. The analyzed books in Principles and Methods ofTeaching used in College of Teacher Education in the Philippines exhibited a lopsided distribution of communicative,theater, and musical arts-based teaching strategies, which conformed to the Filipinos’ vivacious, chatty, andflamboyant traits of being Quadrants B and C, who are self-conscious, systems-focused, people-oriented, sentimental,and entertaining. Though the use of visual and literary arts was frequently reflected; but naturalistic and locomotor artsfor dancing was infrequently codified, indicative that the outcomes for artistic creations and scientific inventions inQuadrants A and D were less likely met, evident to have shown a limited number of Filipino analysts, writers,composers, inventors, designers, and creative teachers the country has produced. With this, it is recommended thatauthors on Principles and Methods of Teaching may explore - revising their books, to ensure an equitable balance ofarts-based teaching, addressing Brain-based Ambiguity Theory of Learning (BAT-L) in the 21st century.

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DOI: https://doi.org/10.5430/jct.v4n2p130

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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