Constructivism is a theory based on the idea that knowledge is formed by the learner. Simply put, the learner is seeking that knowledge. For example, in an art classroom, constructivism might look like a teacher and students working together, collaborating, to find meaning in an artwork or art term. Instead of the teacher just handing over the information, the students would seek that knowledge and make more of a real world connection with it before the terminology was given. Students would form new knowledge and then connect that with prior knowledge in this kind of setting. Constructivism in the classroom is more active than it is passive. Olusegun states, “Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions. They become engaged by applying their existing knowledge and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing conclusions from their findings.” This speaks to any limitations that a student may encounter. If a child is not willing to think outside of the box, collaborate, work with others, or try to seek new knowledge, then they will struggle with the concept of Constructivism.

In my classroom, constructivism happens more often than I actually recognize, especially with my Kindergarten friends. These young artists are constantly exploring new materials and concepts with little to zero knowledge of them. By giving them an opportunity to delve into these fun learning experiences, they will in turn begin to seek more knowledge and meaning in them.

As an art teacher, this is how I see it in my classroom, how do you incorporate it in other classroom subjects or in real-life situations? I would love to hear your feedback.

Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6), 66-70. Retrieved July 3, 2018, from https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1.pdf.