Developing Curricula in College-Level Art History Courses Using Student-Centered Learning

Abstract

The use of different learning styles to help students more fully engage in class sessions at the college-level is a concept that has been shown to facilitate greater in-depth understanding of subjects. Student-centered learning is an instructional method that recognizes students learn best when they are primarily responsible for learning and redirects the focus away from instructors, generally considered experts. An instructor thus acts as facilitator of learning rather than conduit of information. This study will address uses of student-centered learning teaching methods to develop curricula for a class session in an upper-level Non-Western art history course at Southwestern Oklahoma State University. In preparation for the class session over the Inka city of Machu Picchu, student-centered learning teaching methods will be used to develop curricula appropriate for undergraduate students. Curricula developed for the class session could include uses of auditory, visual, kinesthetic or other learning styles which best address students’ needs as learners.