The Artistori™ Method
In Artistori’s process of art-making, our curriculum is designed based on the constructivist theory where new abilities and knowledge are built prior to the current abilities and knowledge of an individual. Our Art Education scaffolding process iterates, forming a Zone of Proximal Development where individuals can perform tasks without guidance.
Research has shown that learning in such a process, spaced and in intervals, enables learners to remember and learn effectively. This favorite quote "Practice makes perfect", in this context, is not a drill. Our art education curriculum rotates fundamental art skills and knowledge while curriculum topics exposed are newer contents, stories, discoveries and real-world issues.
"Practice", in this context, is heightened by our curriculum's scaffolding to develop interest, curiosity and challenges to our art students. This ignites Metacognition, when students start thinking about their self-experiences, existing knowledge and abilities to address the art topic to face new challenges and form desired outcomes.
Metacognition promotes affective learning as students are self-aware of what they are capable to achieve and with guidance, they form newer beliefs and positive attitudes for newer capabilities. In a class setting, students self-reflect, discuss, seeks new questions, share and contribute new ideas, new possibilities, encouraging critical cognition and creativity.
The individual makes art intuitively, confidently and seeks newer abilities and knowledge enthusiastically. As we discuss what is aesthetically pleasing or worth achieving, each of these discussions are new opportunities and constructive feedback for students to recognize and rethink new ways to deal with change.
In each curriculum topic's final, our students present, show, tell and publicly speak about their art piece, art journey and their belief in front of their classmates and teachers, displaying their leadership with their art!
What happens in every curriculum cycle within Artistori is a process that aligns and develops the soft skills required for the 21st century learner.
In fact, Art Education develops important soft skills for the future...
Since 2015, the World Economic Forum reports of 16 skills required for the 21st century learners and eventually till date, Future of Jobs Report indicates the necessity for skills aligned with Art Education, i.e.: Creativity, Critical Thinking, Problem Solving, Communication, Curiosity, Persistence (GRIT), Initiation, Culture, Technology and Social awareness.
