Chapter 18

The Conflicted Brain: The Impact of Modern Technologies on Our Cognition and How Arts Education can be the Keystone to Whole-Mindedness

By Jennifer Groff

ABSTRACT: In an effort to increase student learning and achievement in today’s world via standards, accountability, and high-stakes testing, arts education has suffered considerably. Ironically, new research in cognitive neuroscience—intersected with the current proliferation and presence of digital media and communication—supports the critical need to emphasize and extend opportunities to engage in the arts during the K-12 experience. Emerging research is identifying the multiple cognitive processing systems we posses, and how our own aptitude with these systems impacts performance and achievement, demonstrating the importance in learning how to develop and leverage all our cognitive processing systems—leading to whole-mindedness. This chapter explores current methods for achieving this, and includes recommendations for strategies to develop whole-mindedness in students through the arts and other forms of media, content, and experiences.

I’m interested to know if Jennifer will be including games made specifically for museums and other art institutions.

Wendi 11.11.10 / 6pm

Hi Wendi, the games mentioned in this chapter were not specifically targeted for museums or art institutions, but more generally how we are beginning to understand how technology, including games, is impacting cognition. My background is in R&D of educational games, and the lab where I previously worked has developed multiple games for these venues:

Jen 11.29.10 / 3pm

Another example of pedagogy founded on brain sciences that reinforce the arts and diverse learning input for wholemindedness development:

Jen 12.15.10 / 6pm

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