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The Affective Domain

The Affective Domain. q Relates to feelings – about ourselves, the people around us, and the world we live in including our relationship to other living things. q Development of self-esteem, empathy, imagination and creativity.

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The Affective Domain

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  1. The Affective Domain

  2. qRelates to feelings – about ourselves, the people around us, and the world we live in including our relationship to other living things. • qDevelopment of self-esteem, empathy, imagination and creativity. • qMultiple intelligences: intra personal, interpersonal, naturalistic. • qRecognised in CFS and VELS • qLinks to SOSE, Health.

  3. Development of the affective domain: Offers children tools for personal growth, self control, goal setting, imagination etc, that will, with practice, become second nature.

  4. Tools for Affective learning: • Sensory engagement (sensing, trusting, exploration, curiosity) • Quiet or guided techniques (centering, guided imagery, listening) • Creative engagement (imagining, empathising, trusting, exploring, being curious, emoting, identifying) • Cultivating wonder(noticing, imagining, dreaming, valuing, hoping)

  5. “Art Education … is also a way of convincing children that their actions, thoughts and feelings really matter. Other people react immediately to art: we and our surroundings are different because of it. These realizations impart a sense of power. That sense is a critical factor for learning and achievement because it underlies feelings of responsibility. Art is also a way to develop imagination and vision about the future.” Elaine Pear Cohen/Ruth Straus Gainer Art: Another language for Learning 3rd ed. P 2.

  6. Response to the Foot and Mouth outbreak in the UK Milburn Primary School, Cumbria, UK.SquareSheep and MudlarksAge range: 8 - 11 Source: http://www.artworks.org.uk/galleries/project.asp?id=104&y=2002&i=14

  7. “If the cognitive domain focuses on aspects of knowing through our intellect, the affective domain focuses our awareness on our hearts… The intent of including the affective domain is not to assert it’s primacy over cognition or to erect a wall between cognition and affect. It is, rather, a way of legitimizing the ways in which we learn about our beliefs, attitudes, feelings, and concerns to facilitate a harmony between affect and cognition.” Edwards, L. (2002)The Creative Arts: A Process Approach for Teachers and Children. Upper Saddle River, New Jersey: Merrill Prentice-Hall. p. 59.

  8. Kate… (2001) Do You Want Some Ice-cream Dad?Mixed media (American artist - Grade 7 student at Blake School)

  9. “This sculpture is about my dad. He died on June 6, 2000 at age 49 of cancer… Unfortunately Kate’s work is no longer on the Blake School website, but it is still an interesting site to visit. The design brief for Kate and her classmates was to develop a “personal trophy” using 3D materials. The work of American artist Judy Orofino was used as a discussion point. (links to Blake School and Judy Orofino from my homepage)

  10. Safe guardsSome students may find it confronting to consider emotions – for any number of reasons. Emphasise “safe space” Have counselling backup for studentsNotice students who are struggling/talk quietlyNot a reason for avoiding affective learning

  11. Your emotions into artmaking Affective learning Your feelings activated by experiencing the world CFS/VELS Your responses to artworks

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