Syntegration a Model of Integration
Multimedia Arts are Ideal for Syntegrative Teaching Styles
Jul 25, 2009
Multimedia arts provide an ideal and fertile context for creative arts teachers who wish to vitalise their teaching by approaching the curriculum in a syntegrative manner. Students find multimedia arts exciting, because it is an innovative field developing so rapidly that almost anything seems possible.
Students develop ways to combine their gifts and talents, skills and learning styles in areas such as music, drama and film. On page 260 of her Primary Arts Text, Russell-Bowie says that Synergy occurs when the sum of the whole is greater than the sum of the individual parts. She goes on to describe the concept of syntegration, a way of working aptly suited to multimedia arts, which by definition is a combination of genres.
Multimedia arts is a syntegration friendly incubus for a style of teaching, which encourages that outcomes are expected to be greater than those achieved if each key learning area were taught by themselves, or connected, or correlated with other key learning areas. This is because it occurs within a style of teaching, which looks for an artistic product that synthesises many varied elements such as music, digital art and film. Within this context teachers find ways to plan purposively to use broad themes or concepts that move across key learning areas, so that the theme or concept is explored in a meaningful way by and within different key learning areas.Russell-Bowie continues explaining the idea of syntegration on page 261 of MADD about the arts!, saying that each key learning area's indicators and outcomes are expected to remain discreet. She explains that the integrity of each key learning area is expected to be maintained.
There is an implied flexibility of the teaching style and the possibilities to innovate and to experiment with different ways of working. Russell-Bowie says that she expects outcomes to transcend those in key learning areas with regard to such generic skills are as
- observation
- research
- problem-solving
- teamwork
It is when students are encouraged to apply, compare, analyse, synthesise and evaluate ideas and concepts that higher levels of learning in critical thinking is stimulated, she says.
Suitability of Multimedia Arts to Syntegration
By definition Multimedia Arts is comprised of combinations of different ways of doing things. Innovative ways of working encourage
- different styles of thinking and strategising so that unique ways of working emerge
- problem-solving ability to evolve as students innovate ways of working that merge and meld as comfortable combinations
- products such as sand animation become far more than the elements combined to create them
- this fosters an ability to transfer knowledge
Even though students are excited as they work at their own pace, blending and merging ways to manage different media, it is still possible to separate and isolate elements of the process for assessment. Music, drawing and film and camera technique can be assessed discreetly and with integrity. Cooperation, team work and literacy can also be appraised.
Scaffolding for Learning Within Multimedia Process
Because the parts of the projects can be separated or taught discreetly, before they are combined into multimedia artistic products, it is possible to strategise scaffolding for learning. One way to do this effectively is to show students a high-quality innovative example of the intended multimedia process, before teaching each discrete element of the project. Students working in project teams can be encouraged to keep their minds on their eventual goal. They can be freed to focus on each element of the process, which will later be combined as they move toward the desired outcome.
Multimedia Projects a Context for Collaborative Teamwork
Very often teachers who like using multimedia in the classroom are in the habit of collaborating. Used to theatre productions, drama and music teachers will find it easy to work together to create a video. Working collaboratively is a great way for teachers to broaden their skills set. It is really inspiring for students to watch teachers working in this way. In a modern world students often know far more about software, cameras, hardware and techniques than the teacher. In this case, good humour and a sense of adventure will mean that teachers can learn with and from their students, while still remaining the facilitator who guides the process.
The scope and capacity of multimedia arts, means that the broader context within which learning occurs can be kept relevant to the lives of students. They can incorporate personal interests, work in ways that suite their preferred intelligence and learning styles. Projects can be devised that are appropriate for their needs and abilities. Because this style of teaching draws on multifaceted sources, student should be able to settle into the kind of learning that suits them best.
Resource: Russell-Bowie. D. MMADD about the arts! An Introduction to Primary Arts Education. Prentice Hall. NSW.AU 2006
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