Expressive Arts in Education- Child Emotions

Running head: EXPRESSIVE ARTS IN EDUCATION
EXPRESSIVE ARTS IN EDUCATION
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EXPRESSIVE ARTS IN EDUCATION
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The domains of learning can be considered as cognitive domain (knowledge),
psychomotor domain (abilities) as well as affective realm (attitudes). To my understanding,
learning is ubiquitous. We have the capacity to learn mental abilities, develop our approaches
as well as obtain new physical abilities as we achieve the activities of the daily living
(Incredibleart.org, 2020). The following paper will provide a reflective piece of my
understanding of educational theory and how it will provide learning experiences that
successfully incorporate the child’s emotional, psychomotor, intellectual, perceptual as well
as aesthetic experiences.
By delving into theoretical understandings of Bloom's Taxonomy, I have gained the
understanding that Bloom’s Taxonomy can serve as an influential tool for shaping the styles
of teaching and learning. By design, Bloom’s Taxonomy has shed light on the child’s
cognitive or intellectual experiences rather than emphasizing on content and instruction.
However, it is vital to note that there is nothing incorrect with lower levels of Bloom’s
taxonomy. Furthermore, by using Bloom’s Spiraling children can start at the similar point
through distinguishing and defining and then ‘move up’ Bloom’s Taxonomy.
Meanwhile, while gathering insights from Gardner theory, I have obtained the
understanding that different kinds of minds contest an educational system that undertakes that
every child can study the same materials in similar way. Thus, unvarying and universal
measure serves to assess student learning. To my understanding through model type of
learning style of Gardner, educators and elevated the psychomotor experiences of children.
Models force choices between motionless, restricted movement and full movement visuals.
According to Cherry (2019), motion of Gardner theory helps to illustrate human performance
which will help children to imitate the movement. Visual media will help teachers to portray
motion in front of children to display psychomotor domain expectations by presenting the
skill as a model and accordingly children can evaluate their performance (D.umn.edu, 2020).